Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 23, 2019 - Issue 2
1,186
Views
10
CrossRef citations to date
0
Altmetric
Original Articles

Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values

ORCID Icon &
Pages 192-212 | Received 10 May 2017, Accepted 24 May 2018, Published online: 15 Nov 2018

References

  • Bandura, A. 1994. “Self-Efficacy.” In Encyclopedia of Human Behavior, edited by V. S. Ramachaudran, Vol. 4, 71–81. New York: Academic Press. (Reprinted in Encyclopedia of Mental Health, edited by H. Friedman. San Diego: Academic Press, 1998).
  • Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
  • Borko, H. 1997. “New Forms of Classroom Assessment: Implications for Staff Development.” Theory into Practice 36 (4): 231–238. doi:10.1080/00405849709543773
  • Borko, H., R. Elliott, and K. Uchiyama. 2002. “Professional Development: A Key to Kentucky’s Educational Reform Effort.” Teaching and Teacher Education 18 (8): 969–987. doi:10.1016/S0742-051X(02)00054-9
  • Boyd, S. E., E. R. Banilower, J. D. Pasley, and I. R. Weiss. 2003. Progress and Pitfalls: A Cross-Site Look at Local Systemic Change Through Teacher Enhancement. Chapel Hill, NC: Horizon Research.
  • Cave, A., and M. Mulloy. 2010. “How Do Cognitive and Motivational Factors Influence Teachers’ Degree of Program Implementation? A Qualitative Examination of Teacher Perspectives.” National Forum of Educational Administration and Supervision Journal 27 (4): 1–26.
  • Cohen, D. K., and H. C. Hill. 2000. “Instructional Policy and Classroom Performance: The Mathematics Reform in California.” Teachers College Record 102: 292–343.
  • Corbin, J. M., and A. Strauss. 1990. “Grounded Theory Research: Procedures, Canons, and Evaluative Criteria.” Qualitative Sociology 13: 3–21. doi:10.1007/BF00988593
  • Clark, V. L. P., and J. W. Creswell. 2008. The Mixed Methods Reader. Thousand Oaks, CA: Sage Publications.
  • Creswell, J. 2015. A Concise Introduction to Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
  • Darling-Hammond, L., and B. Falk. 2013. Teacher Learning Through Assessment: How Student-Performance Assessments Can Support Teacher Learning. Washington, DC: Center for American Progress.
  • Darling-Hammond, L., and E. Rustique-Forrester. 2005. “The Consequences of Student Testing for Teaching and Teacher Quality.” Yearbook of the National Society for the Study of Education 104: 289–319. doi:10.1111/j.1744-7984.2005.00034.x
  • Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
  • Deci, E. L., and R. M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychology Inquiry 11: 227–268. doi:10.1207/S15327965PLI1104_01
  • Diamond, J. B. 2007. “Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction.” Sociology of Education 80: 285–313. doi:10.1177/003804070708000401
  • Eccles, J. S., T. F. Adler, R. Futterman, S. B. Goff, C. M. Kaczala, J. L. Meece, and C. Midgley. 1983. “Expectancies, Values, and Academic Behaviors.” In Achievement and Achievement Motivation, edited by J. T. Spence, 75–146. San Francisco: W. H. Freeman.
  • Eccles, J. S., A. Wigfield, C. A. Flanagan, C. Miller, D. A. Reuman, and D. Yee. 1989. “Self-Concepts, Domain Values, and Self-Esteem: Relations and Changes at Early Adolescence.” Journal of Personality 57: 283–310. doi:10.1111/j.1467-6494.1989.tb00484.x
  • Eccles, J., A. Wigfield, R. D. Harold, and P. Blumenfeld. 1993. “Age and Gender Differences in Children’s Self- and Task Perceptions during Elementary School.” Child Development 64: 830–847. doi:10.2307/1131221
  • Evers, W. J. G., A. Brouwers, and W. Tomic. 2002. “Burnout and Self-Efficacy: A Study on Teachers’ Beliefs When Implementing an Innovative Educational System in the Netherlands.” British Journal of Educational Psychology 72 (2): 227–243. doi:10.1348/000709902158865
  • Falk, B., and S. Ort. 1998. “Sitting Down to Score: Teacher Learning through Assessment.” Phi Delta Kappan 80: 59–64.
  • Figlio, D., and H. F. Ladd. 2008. “School Accountability and Student Achievement.” In Handbook of Research in Education Finance and Policy, edited by H. F. Ladd and E. B. Fiske, 166–182. New York: Routledge.
  • Firestone, W. A., D. Mayrowetz, and J. Fairman. 1998. “Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland.” Educational Evaluation and Policy Analysis 20: 95–113. doi:10.3102/01623737020002095
  • Gambell, T. 2004. “Teachers Working around Large-Scale Assessment: Reconstructing Professionalism and Professional Development.” English Teaching: Practice and Critique 3 (2): 48–73.
  • Gambell, T., and D. Hunter. 2004. “Teacher Scoring of Large-Scale Assessment: Professional Development or Debilitation?” Journal of Curriculum Studies 36: 697–724. doi:10.1080/0022027032000190696
  • Ghaith, G., and H. Yaghi. 1997. “Relationships among Experience, Teacher Efficacy, and Attitudes toward Implementation of Instructional Innovation.” Teaching and Teacher Education 13: 451–458. doi:10.1016/S0742-051X(96)00045-5
  • Gilmore, A. 2002. “Large-Scale Assessment and Teachers’ Assessment Capacity: Learning Opportunities for Teachers in the National Education Monitoring Project in New Zealand.” Assessment in Education: Principles, Policy & Practice 9 (3): 343–361. doi:10.1080/0969594022000027663
  • Glaser, B., and A. Strauss. 1967. The Discovery of Grounded Theory. Chicago: Aldine.
  • Goldsmith, L. T., and D. Schifter. 1997. “Understanding Teachers in Transition: Characteristics of a Model for the Development of Mathematics Teaching.” In Mathematics Teachers in Transition, edited by E. Fennema and B. Scott Nelson, 19–54. Mahwah, NJ: Lawrence Erlbaum.
  • Gorozidis, G., and A. Papaioannou. 2011. “Teachers’ Self-Efficacy, Achievement Goals, Attitudes and Intentions to Implement the New Greek Physical Education Curriculum.” European Physical Education Review 17: 231–253. doi:10.1177/1356336X11413654
  • Guadagnoli, E., and W. F. Velicer. 1988. “Relation of Sample Size to the Stability of Component Patterns.” Psychological Bulletin 103 (2): 265–275. doi:10.1037/0033-2909.103.2.265
  • Huck, S. W. 2012. Reading Statistics and Research. 6th ed. Boston, MA: Pearson.
  • Jesus, S. N., and W. Lens. 2005. “An Integrated Model for the Study of Teacher Motivation.” Applied Psychology 54: 119–134. doi:10.1111/j.1464-0597.2005.00199.x
  • Koretz, D., S. Barron, K. Mitchell, and B. Stecher. 1996. Perceived Effects of the Kentucky Instructional Results Information System (Report no. MR-792-PCT/FF). Santa Monica: Rand Corporation.
  • Koretz, D., K. Mitchell, S. I. Barron, and S. Keith. 1996. Perceived Effects of the Maryland School Performance Assessment Program. Los Angeles: Center for Research on Evaluation, Standards, and Student Assessment (University of California at Los Angeles).
  • Kyriakides, L., and K. L. Kelly. 2003. “The Impact of Engagement in Large-Scale Assessment on Teachers’ Professional Development: The Emergent Literacy Baseline Project.” Journal of Research in Childhood Education 18: 18–36. doi:10.1080/02568540309595020
  • Ladd, H., and D. L. Lauen. 2010. “Status Versus Growth: The Distributional Effect of School Accountability Policies.” Journal of Policy Analysis and Management 29: 426–450. doi:10.3102/0162373709353129
  • Lumpe, A., C. Czerniak, C. Haney, and S. Beltyukova. 2012. “Beliefs about Teaching Science: The Relationship between Elementary Teachers’ Participation in Professional Development and Student Achievement.” International Journal of Science Education 34: 153–166. doi:10.1080/09500693.2010.551222
  • Lyons, T. 2006. “Different Countries, Same Science Classes: Students’ Experiences of School Science in Their Own Words.” International Journal of Science Education 28 (6): 591–613. doi:10.1080/09500690500339621
  • Murnane, R. J., and E. Levy. 1996. “Teaching to New Standards.” In Rewards and Reform: Creating Educational Incentives that Work, edited by S. H. Fuhrman and J. A. O’Day, 257–292. San Francisco: Jossey-Bass.
  • National Governors Association Center for Best Practices, Council of Chief State School Officers. 2010. Common Core State Standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.
  • Peters-Burton, E., and W. M. Frazier. 2012. “Voices from the Front Lines: Exemplary Science Teachers on Education Reform.” School Science and Mathematics 112 (3): 179–190. doi:10.1111/j.1949-8594.2011.00131.x
  • Pop, M. M., P. Dixon, and C. M. Grove. 2010. “Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices Due to Professional Program Involvement.” Journal of Science Teacher Education 21: 127–147. doi:10.1007/s10972-009-9167-2
  • Pope, N., S. K. Green, R. L. Johnson, and M. Mitchell. 2009. “Examining Teacher Ethical Dilemmas in Classroom Assessment.” Teaching and Teacher Education 25: 778–782. doi:10.1016/j.tate.2008.11.013
  • Popham, W. J. 2006. “Needed: A Dose of Assessment Literacy.” Educational Leadership 63: 84–85.
  • Richardson, P. W., and H. M. G. Watt. 2006. “Who Chooses Teaching and Why? Profiling Characteristics and Motivations across Three Australian Universities.” Asia-Pacific Journal of Teacher Education 34: 27–56. doi:10.1080/13598660500480290
  • Sato, M., R. C. Wei, and L. Darling-Hammond. 2008. “Improving Teachers’ Assessment Practices through Professional Development: The Case of National Board Certification.” American Educational Research Journal 45: 669–700. doi:10.3102/0002831208316955
  • Schnellert, L. N., D. L. Butler, and S. K. Higginson. 2008. “Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability.” Teaching and Teacher Education 24: 725–750. doi:10.1016/j.tate.2007.04.001
  • Sharp, J., R. Hopkin, S. James, G. Peacock, L. Kelly, D. Davies, and R. Bowker. 2009. “Teacher Preparation and the National Primary Science Curriculum: A Twentieth-Anniversary Perspective.” Research Papers in Education 24: 247–263. doi:10.1080/02671520902725770
  • Sharp, J. G., R. Hopkin, and B. Lewthwaite. 2011. “Teacher Perceptions of Science in the National Curriculum.” International Journal of Science Education 33: 2407–2436. doi:10.1080/09500693.2010.550698
  • Smith, L. K., and S. A. Southerland. 2007. “Reforming Practice or Modifying Reforms? Elementary Teachers’ Response to the Tools of Reform.” Journal of Research in Science Teaching 44 (3): 396–423. doi:10.1002/tea.20165
  • Stevens, J. P. 2009. Applied Multivariate Statistics for the Social Sciences. New York: Taylor & Francis.
  • Stiggins, R. 2004. “New Assessment Beliefs for a New School Mission.” Phi Delta Kappan 86: 22–27.
  • Thomson, M. M., and E. McIntyre. 2013. “Prospective Teachers’ Goal Orientation: An Examination of Different Teachers’ Typologies with Respect to Motivations and Beliefs about Teaching.” Teacher Development 17 (4): 409–430. doi:10.1080/13664530.2013.804001
  • Velicer, W. F., and J. L. Fava. 1998. “Affects of Variable and Subject Sampling on Factor Pattern Recovery.” Psychological Methods 3 (2): 231–251. doi:10.1037/1082-989X.3.2.231
  • Watt, H. M. G., and P. W. Richardson. 2007. “Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale.” Journal of Experimental Education 75: 167–202. doi:10.3200/JEXE.75.3.167-202
  • Watt, H. M. G., and P. W. Richardson. 2012. “An Introduction to Teaching Motivations in Different Countries: Comparisons Using the FIT-Choice Scale.” Asia-Pacific Journal of Teacher Education 40: 185–197. doi:10.1080/1359866X.2012.700049
  • Wigfield, A., and J. S. Eccles. 2000. “Expectancy-Value Theory of Achievement Motivation.” Contemporary Educational Psychology 25: 68–81. doi:10.1006/ceps.1999.1015
  • Wigfield, A., J. S. Eccles, K. Yoon, R. D. Harold, A. A. Arbreton, C. Freedman-Doan, and P. C. Blumenfeld. 1997. “Change in Children’s Competence Beliefs and Subjective Task Values across the Elementary School Years: A 3-Year Study.” Journal of Educational Psychology 89: 451–469. doi:10.1037/0022-0663.89.3.451
  • Yeo, L. S., R. P. Ang, W. H. Chong, V. S. Huan, and C. L. Quek. 2008. “Teacher Efficacy in the Context of Teaching Low Achieving Students.” Current Psychology 27: 192–204. doi:10.1007/s12144-008-9034-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.