Classroom Assessment Practices in Middle School Science Lessons: A Study among Greek Science Teachers

Autor/in	Vlachou, Maria A.
Titel	Classroom Assessment Practices in Middle School Science Lessons: A Study among Greek Science Teachers
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1455633 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1455633
Schlagwörter	Foreign Countries; Middle School Teachers; Middle School Students; Science Instruction; Science Teachers; Student Evaluation; Evaluation Methods; Teacher Attitudes; Formative Evaluation; Summative Evaluation; Educational Policy; Secondary School Science; Greece (Athens) + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Schulnote; Studentische Bewertung; Lehrerverhalten; Politics of education; Bildungspolitik
Abstract	This study aims to examine the classroom assessment practices of five science teachers, alongside the teachers' own perspectives of them, within the rather poorly investigated Greek educational system. In Greece, student assessment at the level of middle education is based only on teacher-led assessment and not on external exams, as the international assessment paradigms prescribe. The aim of the study is to investigate the different purposes of classroom assessment and the principles of classroom assessment practices used to enhance student learning and report on student assessment in science. The findings of this study reveal that, although classroom assessment practices served both formative and summative purposes, participants focused more on the summative uses, without effectively using the assessment evidence to complete the learning loop, and thus meet the formative assessment requirements. Teachers appeared to use some formative assessment principles which are valuable in promoting student learning, but their approaches were more teacher-directed, while students appeared not to have any role in the assessment process. Results underline the fact that summative assessment has a leading role in classroom practices, even in cases where teachers are responsible for keeping a balance between formative and summative assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01