Brookhart, S.M. (2004) p442
Thomas and Oldfather (1997) pointed out the logical connections between individual teachers’ epistemological beliefs and their assessment practices. If one believes knowledge is static, it follow that assessment should focus on scoring content. If one believes knowledge is dynamic, it follow that assessment should focus on constructing a narrative about process. If one believes knowledge is transmitted from experts, it follows that assessments should be individual and focus on cognition, and assessment of parts or subskills assessment should be encouraged. If one believes knowledge is actively constructed and reciprocal, it follows that there should be both individual and group assessments to assess where one performs alone and with scaffolding( )and outcomes of interest should include not only performance but also interest in the subject , risks taken, and attitude. If one believes that the teacher is the keeper and provider of knowledge, it follows that the teacher should be responsible for grades. If one believes students are coconstructors, it follow s that students and teacher should be responsible for assessment. Each of these choices has implications for students’ perceived automomy, self-determination, and self-efficacy.
Kusch (1999) found some evidence that if this logic does play out in practice. Student teachers who studied reflective practice in mathematics methods assessed during the lesson and asked pupils to participate in their assessment. Student teachers who studied conventionally assessed after the lesson.
There are logical connections between individual teachers’ epistemological beliefs and their assessment practices in classroom assessments. Do these connections retain in online assessments?
What are else variables influencing instructors’ decisions of using different types of assessment practices in online assessments?
Brookhart, S.M. (2004) p.435
Teachers from different disciplines do use different assessment practices in traditional k-12 classroom (Stiggins & Bridgeford, 1985)