Teacher assessment and psychometric theory: a case of paradigm crossing?

By Alex Teasdale, C. Leung. 2000

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1e135025a8d6dead9d1b205c8994021effa15621

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Rea‐Dickins
2. Ofra Inbar-Lourie
3. A. Scarino
4. G. Brindley
5. C. Leung
6. Frank Giraldo
7. Ricky Lam
8. Fredricka L. Stoller

In Education

1. P. Rea‐Dickins
2. C. Leung
3. Ofra Inbar-Lourie
4. A. Scarino
5. G. Brindley
6. Bernard A. Mohan
7. Frank Giraldo
8. Tim McNamara

Citations in the corpus

• Outcomes-based assessment in practice: some examples and emerging insights (2001, background): “• tensions between summative reporting for accountability purposes and formative assessment for curriculum monitoring and improvement (Gipps, 1994; Teasdale and Leung, 2000); • doubts surrounding the validity of outcome statements and the reliability of the assessment tools that are used to elicit s”
• Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, background): “…Psychological Association, & National Council on Measurement in Education, 1999; for a discussion see Leung, in press; Lynch, 2001; McNamara, 2001; Teasdale & Leung, 2000); yet it would be equally unhelpful to regard formative teacher assessment as principally a matter of practice informed only…”
• Classroom-based assessment: Possibilities and pitfalls (2007, background): “Teasdale & Leung (2000) , for example, highlighted the need to clarify the epistemological bases of different types of assessment within the context of the assessment of spoken EngUsh in mainstream classrooms.”
• Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “Teasdale and Leung (2000) analyze how this mixed discourse “has contributed to a muddled view of the meanings attributed to assessment” (p. 176).”
• Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse (2004, background): “…easily into a standardized assessment paradigm, and further theoretical and empirical work has to be done to reconceptualize teacher assessment and its relationship to standardized testing (see, for example, Teasdale and Leung, 2000; Lynch, 2001; McNamara, 2001; Brindley, 2002; Leung, forthcoming).”
• Understanding teachers as agents of assessment (2004, background): “Exceptions include Teasdale and Leung (2000) whose research was linked to teacher assessment of spoken English as an additional language in mainstream education classrooms and, in particular, on the need to clarify the epistemological bases of different types of assessment; this is a focus…”
• Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “It tends to value both the product and process of learning (Birenbaum, 1996; Gipps, 1999; Teasdale & Leung, 2000).”