We present a multi-level model of contextual factors that may influence teachers' assessment practices, and use this in selected review existing literature on knowledge, views conceptions with respect to these factors. Adapting Kozma's model, we distinguish three levels practices: micro, meso macro. searched for relevant articles EBSCO, JSTOR other databases, focus the complex relationships within across levels. Findings reveal large body research at micro-level (teacher), such as values,...

ABSTRACT Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a or as an cultural context from the broader community individual sociocultural background; it stands intermediate with effects may differ external influences while having profound on teachers’ thoughts, feelings, actions. In this conceptual paper, we review theoretical foundations climate, corresponding ideas assumptions, values, artifacts, shared...

Abstract Alignment to the Next Generation Science Standards (NGSS) is essential in efforts interpret standards and compare curriculum, pedagogy, assessment with respect standards. However, relatively little work has explored alignment implications of NGSS. This article a conceptual analysis that gives an overview definitions methods, then explores how been explicitly or implicitly described extant on interpretation The purpose highlight challenges remain be addressed for ensuring assessment,...

• 1054 teachers were surveyed on their values, practices, and proficiency of AfL. Teachers value AfL but feel they lack preparation opportunities to practice it. They report frequent use summative tasks them less. Participants negotiate competing assessment priorities by adapting/redefining Development change management must engage proficiency, perception curriculum together.

Abstract With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental capacity observable through teacher's ability utilize various resources address knowledge generation practices. The analysis and discussions centered on how teachers develop orientation understandings tools for teaching, making distinct from previous research AdTex. In...

Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role three tools—language, argument, dialogical interactions—to explore interdependence such tools in these environments. Each has particular knowledge base associated practices which are independent from other However, we believe there need treat as being interdependent put forward model showing links between them. argue that language super-ordinate tool arguments...

School accountability decisions based on standardized tests hinge the degree of alignment test with state’s standards documents. Yet, there exist no established criteria for judging strength alignment. Previous measures among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret compare across studies. This article reports findings from a simulation study determine critical values Porter’s index, suitable hypothesis testing at alpha levels .05...

Two-tier multiple-choice (TTMC) items are used to assess students' knowledge of a scientific concept for tier 1 and their reasoning about this 2. But the involved in these tiers really distinguishable? Are equally challenging students? The answers questions influence how we use interpret TTMC instruments. We apply Rasch measurement model on see if distinguishable according different traits (represented by tier), or content sub-topics within instrument, both tier. Two data sets analyzed: from...

Abstract Alignment between content standards and standardized tests is a significant issue to society, science pedagogy, test validation. To better understand the issues related alignment, this study compares alignment in physics among three education systems: Jiangsu (China), New York State (United States), Singapore. The same coding framework for used compute indices systems. It was found that there statistically standard physics, but not Chinese Singapore physics. insignificant due shift...

This study explored relationships between students' attitudes toward science and their preferred versus actual experience of cooperative, constructivist-oriented, or direct instruction. The sample consisted 1334 Chinese middle school students in physics chemistry classrooms. Results showed that report experiencing more instruction, very little constructivist-oriented a moderate amount cooperative Attitudes were positively related to teaching strategies like group work class developing...

This exploratory study applied a proposed force and motion learning progression (LP) to high-school university students content involving both one- two-dimensional situations. The Force Concept Inventory (FCI) was adapted, based on previous analysis coding of the questions in FCI terms level descriptors LP. Using Rasch measurement model latent class analysis, students' responses were tested for fit with Results indicated that recoded response options are generally consistent difficulties as...

Abstract We report on the development of a new instrument for measuring teachers' knowledge language as an epistemic tool in science classes. Language is essential learning, all learning requires use to constitute one's own ideas and engage with others' ideas. Teachers can recognize ways that allows students generate validate themselves, rather than replicate canonical transmitted by other sources. used construct‐driven approach iterations domain analysis, item revision, teacher feedback,...

Abstract Teachers must know how to use language support students in knowledge generation environments that align the Next Generation Science Standards. To measure this knowledge, study refines a survey on teachers’ of as an epistemic tool. Rasch modelling was used examine 15 items’ fit statistics and functioning previously-designed questionnaire’s response categories. Cronbach’s alpha reliability also examined. Additionally, interviews were investigate interpretations each item identify...

Assessment leadership has often been associated with school leaders (SL), comprising principals and vice-principals. This study aimed to examine the under-researched assessment role of Middle Leaders (ML) instead. Data was drawn from a larger, mixed-methods project that involved self-report questionnaire administered principals, MLs teachers across twelve schools as well observations one-to-one interviews one ML each seven schools. The found for Learning (AfL) gained some traction among...

The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere require profound comprehension generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as teacher’s capacity characterized by fluidity and reflexiveness dynamics, rather than just flexibility....

Abstract The alignment among standards, assessments, and teachers' instruction is an essential element of standards-based educational reforms. Surveys Enacted Curriculum (SEC) the only common tool that can be used to measure all three these sources (Martone & Sireci, 2009). Prior SEC work has been limited by not allowing for significance tests. A recent article (Fulmer, 2011) provided a first attempt address this shortcoming SEC, but was in several ways. We extend Fulmer's simulation...