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dc.contributor.authorKelting-Gibson, Lynn
dc.contributor.authorGallavan, Nancy P.
dc.contributor.authorSt. Arnauld, Eva
dc.contributor.authorBlack, Glenda L.
dc.contributor.authorCayson, Andrea
dc.date.accessioned2015-09-28T20:56:28Z
dc.date.available2015-09-28T20:56:28Z
dc.date.issued2014-12
dc.identifier.citationKelting-Gibson, L. M., N. Gallavan, Eva St. Arnauld, Glenda Black, Andrea Cayson, Janine Davis, Kathy D. Evans, Patricia P. Johnson, Barbara Levandowski, Keenya Mosley, Debbie Rickey, Debra D. Shulsky, Deborah Thomas, Amy M. Williamson, and Jerald I. Wolfgang. "Four facets of classroom assessment: Obstacles, obligations, outcomes, and opportunities." Action in Teacher Education 36, no. 5-6 (December 2014): 363-376. https://dx.doi.org/10.1080/01626620.2014.977688en_US
dc.identifier.issn0162-6620
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9311
dc.description.abstractToday's classroom teachers are expected to optimize the teaching, learning, and schooling so the educational experience is learner centered, standards based, achievement oriented, data driven, and culturally competent. These expectations require teachers to intensify their awareness, expand their understanding, reconfigure their techniques, and modify their outlooks related to classroom assessments. As teachers begin to shift their approaches so their classroom assessments become the focus on their practices and assessments are more closely aligned with the curriculum and instruction, teachers encounter challenges and rewards. This article describes four facets of classroom assessments—obstacles, obligations, outcomes, and opportunities—and the characteristics of each facet identified by teacher educators specializing in classroom assessments. The findings of this research make visible the value of examining the presence and power of each facet as individual and integrated influences on teacher self-efficacy, emphasizing benefits for classroom teachers and teacher candidates in their transformation to develop classroom assessments that matter.en_US
dc.titleFour facets of classroom assessment: obstacles, obligations, outcomes, and opportunitiesen_US
dc.typeArticleen_US
mus.citation.extentfirstpage363en_US
mus.citation.extentlastpage376en_US
mus.citation.issue5/6en_US
mus.citation.journaltitleAction in Teacher Educationen_US
mus.citation.volume36en_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1080/01626620.2014.977688en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentEducation.en_US
mus.relation.universityMontana State University - Bozemanen_US


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