Teachers' assessment practices for classroom diversity

Teachers' assessment practices for classroom diversity

• Berry, Rita Shuk Yin The Hong Kong Institute of Education

2006

32nd Annual Conference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices (2006: Singapore)

• F 教與學
  • FB 分班、交流辦法及班級人數、座位編排、混合能力教學
• F 教與學
  • FG 教室管理和控制

Theory and Practice of Teaching and Learning

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Classrooms nowadays are exemplified by student diversity. Students may differ in, for example, motivation, learning style, aptitude, cultural background, social economic states, and past learning experience. As students’ learning needs are becoming increasingly diverse, a new challenge is to look for ways that address their needs. Assessment is one useful way to help teachers deal with classroom diversity. Teachers can use assessment strategies to identify different learning needs and to improve teaching and learning. This subsequently leads to a consideration of two critical issues with the first one being how teachers can plausibly identify classroom diversity and the second being how useful are the assessment strategies they use to cater for the identified diversity. This paper presents and discusses the findings of an investigation into the assessment strategies that teachers used to identify classroom diversity and the assessment strategies teachers used to deal with the identified diversity. About one hundred Hong Kong teachers were interviewed, revealing that the teachers used a number of assessment strategies to assist them in understanding students’ diverse needs and that the teachers seemed to be more interested in identifying those students who needed help academically rather than in their needs in the social and affective domains.

Paper presented at the 32nd Annual Conference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/c7833342

2015-01-23