While a great deal has been written on the advantage and benefits of online teaching, little is known on how assessment is implemented in online classrooms to monitor and inform performance and progress. The purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the perceptions and experience of the instructors. Grounded theory method was employed to gen...

In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kinde...

Formative assessment is recognized as an important component of teachers’ classroom assessment strategies; recent research has pointed to peer and self-assessment as a way to operationalize the principles of formative assessment. The purpose of this study was to explore the nature and frequency of high school teachers’ use of peer and self-assessment. The results indicate that many teachers fin...

Formative assessment is recognized as an important component of teachers’ classroom assessment strategies; recent research has pointed to peer and self-assessment as a way to operationalize the principles of formative assessment. The purpose of this study was to explore the nature and frequency of high school teachers’ use of peer and self-assessment. The results indicate that many teachers fin...

university of virginia abstract Contemporary education reforms focus on assessing teachers’ performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers’ classroom performance promote schools’ ability to hire teachersmore likely to be successful in the classroom. In addition, these assessment tools can be used for teacher training a...

This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theorg and hermeneutics to complement and challenge conuentionaZ theorg. T o illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative rese...

In 1988, before assessment became the “A-word,” Cross and Angelo produced a short volume containing 30 simple classroom assessment techniques. These were arranged in a practical how-to format that made it easy for college faculty with no background or training in science education to apply assessment in the classroom. It was my introduction to using Minute Papers and Concept Maps to understand ...