Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-08-08 DOI:10.1016/j.tate.2024.104737
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Abstract

This study examines tensions in teachers' conceptions of assessment following an assessment reform in Finland, which has traditionally been a low-stakes assessment culture. There are no national examinations in comprehensive education; instead, teachers assign students' final grades. Recently, the country has introduced more detailed criteria for the final assessment to improve the comparability of grades. The analysis of 28 teacher interviews reveals that this relatively minor reform has created four significant tensions in teachers’ conceptions of assessment. We call for assessment reforms to be culturally sensitive, carefully considering the context in which they are implemented and paying attention to possible tensions.

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评估指导、限制、支持和扼杀:评估改革期间教师对评估观念的紧张关系
本研究探讨了芬兰在进行评估改革之后,教师对评估观念所产生的紧张关系。芬兰的综合教育没有全国统考,而是由教师给学生评定期末成绩。最近,芬兰引入了更为详细的期末评估标准,以提高成绩的可比性。对 28 个教师访谈的分析表明,这一相对较小的改革在教师的评估观念中造成了四个重要的矛盾。我们呼吁评估改革应具有文化敏感性,认真考虑改革的实施背景,并关注可能出现的紧张关系。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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