TY - JOUR
T1 - Beliefs, Practices, and Reflection
T2 - Exploring a Science Teacher's Classroom Assessment Through the Assessment Triangle Model
AU - Lyon, Edward G.
PY - 2011/8
Y1 - 2011/8
N2 - This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001). Employing the framework, I report the teacher's assessment practices, report the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning.
AB - This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001). Employing the framework, I report the teacher's assessment practices, report the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning.
KW - Assessment practices
KW - Classroom assessment
KW - Qualitative methods
KW - Teacher beliefs
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U2 - 10.1007/s10972-011-9241-4
DO - 10.1007/s10972-011-9241-4
M3 - Article
AN - SCOPUS:79961014853
SN - 1046-560X
VL - 22
SP - 417
EP - 435
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
IS - 5
ER -