Educational reform and primary and secondary teachers' conceptions of assessment: the Spanish instance, building upon Black and Wiliam (2005) Export

@article{citeulike:3064712, abstract = {The author intends to add one particular national point of view to a previous comparative reflection done by Black and Wiliam (2005), whose thesis is the need to study particular cases before making general proposals addressing the implementation of formative assessment practices. Teachers' conceptions about assessment are considered to be one important factor of pedagogical reform in classrooms. The structure of the educational system is recognized as another important element to be looked at. Fifty teachers from Barcelona city and the surrounding area were interviewed, thirty from primary schools and twenty from secondary schools. Additionally, classroom material which the teachers felt to be significantly representative of their daily assessment practices was demanded from them. A qualitative content analysis allowed the author to define five conceptions about assessment along one continuum, containing four different dimensions. Results reveal important differences between primary and secondary teachers as to their conceptions of assessment, which the author links to the structural changes of the national educational system back in the early 1990s. These differences should be taken into account if significant changes towards a generalization of formative assessment are expected to happen.}, author = {Remesal, Ana}, citeulike-article-id = {3064712}, citeulike-linkout-0 = {http://dx.doi.org/0.1080/09585170701292133}, doi = {0.1080/09585170701292133}, journal = {The Curriculum Journal}, keywords = {001, formative\_assessment, teachers\_attitude}, number = {1}, pages = {27--38}, posted-at = {2008-07-31 08:23:51}, priority = {2}, title = {Educational reform and primary and secondary teachers' conceptions of assessment: the Spanish instance, building upon Black and Wiliam (2005)}, url = {http://dx.doi.org/0.1080/09585170701292133}, volume = {18}, year = {2007} }

TY - JOUR ID - citeulike:3064712 L3 - citeulike-article-id:3064712 N2 - The author intends to add one particular national point of view to a previous comparative reflection done by Black and Wiliam (2005), whose thesis is the need to study particular cases before making general proposals addressing the implementation of formative assessment practices. Teachers' conceptions about assessment are considered to be one important factor of pedagogical reform in classrooms. The structure of the educational system is recognized as another important element to be looked at. Fifty teachers from Barcelona city and the surrounding area were interviewed, thirty from primary schools and twenty from secondary schools. Additionally, classroom material which the teachers felt to be significantly representative of their daily assessment practices was demanded from them. A qualitative content analysis allowed the author to define five conceptions about assessment along one continuum, containing four different dimensions. Results reveal important differences between primary and secondary teachers as to their conceptions of assessment, which the author links to the structural changes of the national educational system back in the early 1990s. These differences should be taken into account if significant changes towards a generalization of formative assessment are expected to happen. IS - 1 JF - The Curriculum Journal EP - 38 TI - Educational reform and primary and secondary teachers' conceptions of assessment: the Spanish instance, building upon Black and Wiliam (2005) VL - 18 SP - 27 KW - 001 KW - formative_assessment KW - teachers_attitude AU - Remesal, Ana PY - 2007/// UR - http://dx.doi.org/0.1080/09585170701292133 ER -