Multi-Level Model of Contextual Factors and Teachers' Assessment Practices: An Integrative Review of Research

Autor/inn/en	Fulmer, Gavin W.; Lee, Iris C. H.; Tan, Kelvin H. K.
Titel	Multi-Level Model of Contextual Factors and Teachers' Assessment Practices: An Integrative Review of Research
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 4, S.475-494 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1017445
Schlagwörter	Hierarchical Linear Modeling; Context Effect; Student Evaluation; Educational Practices; Teachers; Educational Research; Teacher Characteristics; Knowledge Level; Teacher Attitudes; Journal Articles; Literature Reviews + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungspraxis; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Wissensbasis; Lehrerverhalten; Journal article; Zeitschriftenaufsatz
Abstract	We present a multi-level model of contextual factors that may influence teachers' assessment practices, and use this model in a selected review of existing literature on teachers' assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma's model, we distinguish three levels of influence on teachers' practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers' values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01