Understanding Assessment in the Classroom: phases of the assessment process — the assessment episode

ABSTRACT

Many studies have shown that assessment in the classroom is a very complex procedure. As the first part of this paper explains, it is developed in four consecutive phases. That is, evidence collection, interpretation of this evidence, the teacher's responses and, finally, the impact of teacher's responses on children. Together these phases form the assessment episode framework. The second part of the paper illustrates the use of this framework in practice by exploring how Greek primary school teachers were carrying out assessments in the classroom, and considers the impact of these practices on children's learning. The paper draws upon evidence gathered by questionnaire and classroom observations of Greek primary school teachers. In order to clarify the complex issues of classroom assessment this article explores them in the light of the four developmental phases of the assessment episode. The quality of teacher comments, the assessment language used, the role of grading, and the relationship between policy and practice are also examined. The findings emphasise the importance of teachers being aware of the potential effects of assessment and the consequent need to use it properly for the benefit of teaching and learning.