NDLI: Classroom assessment practices in middle school science lessons: A study among Greek science teachers

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Classroom assessment practices in middle school science lessons: A study among Greek science teachers

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Classroom assessment practices in middle school science lessons: A study among Greek science teachers

Content Provider	Taylor & Francis Online
Author	Hui, Sammy King Fai Vlachou, Maria A.
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.
File Format	PDF HTM / HTML
Journal	Cogent Education
Volume Number	5
Issue Number	1
Language	English
Publisher	Cogent
Publisher Date	2018-04-02
Access Restriction	Open
Subject Keyword	Classroom assessment practices Science education
Content Type	Text
Resource Type	Article

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