Examining the Relationship Between Teacher Professional Certification and the Use of Assessment Strategies to Monitor Student Progress and Inform Instruction

Abstract

With an emphasis on the Chinese setting, this study investigates the relationship between teacher professional certification and the use of assessment tools to monitor student development and inform instruction. The study seeks to improve understanding of this link by integrating existing literature, investigating pertinent ideas, identifying essential themes, and reviewing prior research techniques. The study used a scoping review approach based on the TCCM (Theory, Context, Content, Method) model to assess 136 papers found using a systematic search strategy based on the PRISMA paradigm. According to the study of literature, previous research has highlighted the positive influence of teacher professional certification on teaching effectiveness and student learning outcomes. Certified teachers demonstrate greater pedagogical understanding, teaching abilities, and student involvement. Furthermore, effective assessment procedures are critical for tracking student progress and providing feedback to guide instruction. The findings emphasize the importance of further investigating the precise processes through which teacher professional certification effects the usage of assessment procedures. The study also uncovered a gap in knowledge of this relationship in the Chinese setting. Furthermore, it emphasizes the significance of using a variety of research methods, including mixed quantitative and qualitative approaches, to capture the phenomenon's complexity and nuances. Overall, this study's' financings have several implications for future research and different stakeholders.