Abstract/Details

Teacher capacity and assessment reform: Assumptions of *policy, realities of practice


2005 2005

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Abstract (summary)

An aspect of the standards movement in the late 1980s and early 1990s was a focus on assessment that dominated all levels of formal education. Policy makers attempted to influence educational reform through the adoption of standards that were used to drive curriculum and assessment decisions. Concurrently, other advocates for assessment reform criticized the reliance on standardized testing as a measure of student achievement and proposed the use of other methods to capture student performance. Expanded use of classroom assessment was also encouraged.

Unexamined assumptions about teaching and learning underlie assessment reform efforts; this leads to proposed reforms that serve different ends with little shared understanding of assessment purposes or desired outcomes across populations. Using a qualitative design, this research examined how teachers interpret and enact assessment reform given the unexamined assumptions and contradictions that beset reform efforts. Observation, interviews and document collection formed the bulk of the data. Data were collected and analyzed from individual teachers, administrators, and teacher committees. The analysis utilized the concept of teacher capacity in order to examine both individual and collective responses to reform implementation.

Currently, the educational policies of most states link standards, curriculum and assessment in an attempt to control all aspects of the educational enterprise. The research findings indicate that use of this hyperrationalized approach adversely affects individual and collective teacher capacity and can constrict or eliminate practitioners' individual and collective attempts at creativity and innovation.

Indexing (details)


Subject
Curricula;
Teaching;
Educational evaluation
Classification
0727: Curricula
0727: Teaching
0288: Educational evaluation
Identifier / keyword
Education; Assessment reform; Policy; Teacher capacity
Title
Teacher capacity and assessment reform: Assumptions of *policy, realities of practice
Author
Berger, Rebecca H.
Number of pages
175
Publication year
2005
Degree date
2005
School code
0093
Source
DAI-A 66/12, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542460609, 0542460602
Advisor
Buzzelli, Cary
University/institution
Indiana University
University location
United States -- Indiana
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3200638
ProQuest document ID
304987649
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304987649
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