Science Teachers' Views and Uses of Assessment Criteria: Australian Perspectives

Autor/inn/en	Jahan, Israt; Davison, Chris
Titel	Science Teachers' Views and Uses of Assessment Criteria: Australian Perspectives
Quelle	In: Australian Educational Researcher, 50 (2023) 5, S.1363-1378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00561-0
Schlagwörter	Science Teachers; Teacher Attitudes; Evaluation Criteria; Grounded Theory; Evaluation Methods; Educational Policy; Foreign Countries; Policy Analysis; Science Education; Secondary School Teachers; Urban Areas; Class Activities; Teaching Methods; Grading; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Politics of education; Bildungspolitik; Ausland; Politikfeldanalyse; Naturwissenschaftliche Bildung; Urban area; Stadtregion; Teaching method; Lehrmethode; Unterrichtsmethode; Notengebung; Schulnote; Studentische Bewertung; Australien
Abstract	Assessment policy internationally places significant importance on the use of assessment criteria across all subject areas. However, in order to ensure effective use of criteria, it is critical for teachers to develop an in-depth understanding of them. This paper reports on a study of a range of Australian Science teachers' views and uses of criteria in practical work. Six Science teachers working in secondary schools across Sydney were interviewed, their classroom activities were observed, and the data obtained were analysed using a qualitative constant comparative method. The findings indicate that despite the emphasis on Assessment for Learning (AfL) in assessment policy in Australia, teachers generally consider criteria as a marking tool, for Assessment of Learning (AoL), rather than a learning instrument. Consequently, they use criteria exclusively as a framework for assigning grades. This paper argues that teachers need to consider the use of criteria from a learning perspective in addition to its other multipurpose functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01