Initial Knowledge States about Assessment: Novice Teachers' Conceptualisations.
By Effie Maclellan. 2004
124 citations recorded by the source corpus.
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/c4bb0d62b2c966f5272c3fe256eb7af3c8f60425
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Teresa Chavez
- Christopher DeLuca
- Danielle LaPointe-McEwan
- Morteza Mellati
- Marzieh Khademi
- Debra J Tomanek
- Aarti P. Bellara
- Ulemu Luhanga
In Information Systems and Management
- Christopher DeLuca
- Danielle LaPointe-McEwan
- Morteza Mellati
- Marzieh Khademi
- Debra J Tomanek
- Ulemu Luhanga
- Chunhua Cao
- V. Talanquer
Citations in the corpus
- Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “However, despite repeated calls for enhanced teacher assessment literacy (Popham, 2013), research has continually demonstrated that teachers face significant challenges integrating new approaches to assessment that align with contemporary mandates and assessment theories (Bennett, 2011; DeLuca & Kli”
- Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Most studies have focused on describing teachers’ knowledge and beliefs about assessment (Graham, 2005; Maclellan, 2004; Ruiz-Primo & Shavelson, 1996; Wang, Kao, & Lin, 2010), cataloguing the types of assessment tools most commonly used by teachers (Campbell & Evans, 2001), or analyzing teachers’ ge”
- Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “Consistent with previous research approaches to assessment education (i.e., Chen, 2005; DeLuca et al., 2013; Maclellan, 2004), data were collected from teacher candidates enrolled in a semester-long, preservice measurement course at one university in Florida.”
- Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development (2018, background): “One aspect of formative assessment is that teachers frequently administer classroom tests and quizzes, not for grading purposes (Maclellan, 2004), but to let the teachers and the learners perceive whether they need to make any changes in what they are studying in classroom or not.”