Four Facets of Classroom Assessments: Obstacles, Obligations, Outcomes, and Opportunities

Abstract

Today’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.

Additional information

Notes on contributors

Lynn Kelting-Gibson

Lynn Kelting-Gibson is an assistant professor of classroom assessment at Montana State University, specializing in authentic classroom assessment and teaching, data driven decision making, and teacher preparation. Lynn is active in ATE where she serves as the cochair of the Commission on Classroom Assessment.

Nancy P. Gallavan

Nancy P. Gallavan is a professor of teacher education at University of Central Arkansas, specializing in cultural competence, performance-based assessments, and social studies education. With 100+ published articles, chapters, and books, Nancy is active in AERA, ATE, NAME, and NCSS. She served as ATE president 2013–2014 and ATE Yearbook coeditor 2012–2017.

Eva St. Arnauld

Eva St. Arnauld is director of clinical practice at Grand Canyon University, AZ.

Glenda Black

Glenda L. Black is an assistant professor at Nipissing University, North Bay, Ontario. She teaches courses in curriculum development and assessment. Prior to joining Schulich School of Education, she was a classroom teacher and school administrator. Glenda’s academic interests include educational leadership, curriculum development, indigenous education, and international teaching practicums.

Andrea Cayson

Andrea Cayson is an assistant professor in the Department of Elementary and Early Childhood Education at Bridgewater State University, specializing in Sheltered English Immersion and reading education. She is active in ATE and the New England Reading Association.

Janine Davis

Janine Davis is an assistant professor of curriculum and instruction at the University of Mary Washington, researches identity and persona with preservice teachers. She teaches courses in instructional design, educational research, and teaching of English. She is an active member of ATE, NCTE, and AERA.

Kathy D. Evans

Kathy Deen Evans is an associate professor of early childhood education at the University of Tennessee at Martin, specializing in social competence, developmentally appropriate early childhood assessment, and curriculum development. An active member of ATE, Kathy has presented at national and international conferences. She has published in the area of teacher education.

Patricia P. Johnson

Patricia P. Johnson is interim department head and CAEP Coordinator of curriculum and instruction at Grambling State University researches alternative teacher certification, specifically, attracting STEM teachers for rural school districts.

Barbara Levandowski

Barbara Levandowski is professor and clinical supervisor in the School of Education, North Park University. Barbara researches the standards movement in education and the impact on beginning teachers; also, the impact of edTPA on student teachers.

Keenya Mosley

Keenya G. Mosley is an assistant professor of teacher education at Savannah State University, specializes in exceptional learning and curriculum and program assessments. A published author, Keenya is active in GATE, CEC, and ATE. She’s a reviewer for GATEways to Teacher Education Journal and member of ATE Association Development and Membership Committee.

Debbie Rickey

Debbie L. Rickey is assistant dean in the College of Education at Grand Canyon University. Her areas of assessment interest include classroom based informal assessments, action research for teachers, data-driven schools, and the use of reflection in teacher education. Debbie is active through writing and presenting for Sloan, ATE, ASA, and others.

Debra D. Shulsky

Debra D. Shulsky is an assistant professor of social studies education at the University of Houston.

Deborah Thomas

Deborah Thomas serves as associate dean for Undergraduate Teacher Education and Accreditation at Georgia Southern University. Her areas of expertise and interest are middle grades education, teacher preparation and professional development, global education, and program assessment/evaluation.

Amy M. Williamson

Amy M. Williamson is an associate professor of curriculum and instruction at Angelo State University, where she teaches courses on effective teacher preparation, cultural diversity, and curriculum trends. She is an active member of ATE and serves on the Distinguished Clinician in Teacher Education Committee and the Commission on Classroom Assessment.

Jerald I. Wolfgang

Jerald I. Wolfgang is an adjunct professor at Niagara University, NY.