Classroom assessment dynamics are shaped by individual and local understandings of assessment (assessment micro-cultures), as well as common assessment beliefs and practices that stem from system-wide features, such as large-scale testing (assessment macro-cultures). Teachers' approaches to assessment reveal how they navigate assessment micro- and…

Research indicates that several factors variably influence teachers' approaches to classroom assessment. Building on previous assessment literacy research, this study empirically examines variability in teachers' approaches to classroom assessment across a set of dimensions including their conceptions of assessment purposes, processes, fairness,…

Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on…