In this study of 211 teacher work samples derived from a professional development programme, teachers' conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers' student inquiries collected over nine years. Using a schema adapted from the literature,…

Bringing learning through play pedagogies to schools and children requires major investments in teacher professional development (TPD) that builds teachers' understanding of the value of learning through play, enables them to build and practice strategies and skills to support learning through play in the classroom, and supports their ongoing…

The proliferation of an expanding English second language community has led to an increasing number of English language learner (ELL) students enrolling within the California public schools system. This research study sought to understand how teacher self-efficacy affected ELL assessment outcomes and the role professional development had in…

The primary aim of institutional learning outcomes assessment is the creation of a culture of assessment where faculty use evidence-based data to validate and improve teaching and learning for the benefit of students. Faculty are key to these processes and yet, they are often woefully disengaged from them. This paper presents findings from an…

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with…

As educational accountability pressures and science teacher attrition rates within American public-school systems continue to rise, so does the need for improved reform-based professional development (PD) opportunities that allow science educators to challenge their pedagogical beliefs and teaching practices. This qualitative case study explores…

This dissertation examines the transformative potential of reflective practice in student assessment and feedback, while also developing tools to gain a nuanced understanding of teacher feedback dispositions and practices. It outlines the development and refinement of three novel tools: the Reflective Classroom Assessment Protocol (ReCAP), the…

Purpose: This paper aims to explore the best practices to institutionalize the internal quality of student assessment (SA) when a gap emerges between quality conceptualization and practice work, using Imam Abdul Rahman bin Faisal University (IAU) as a case study. Design/methodology/approach: A single-embedded case study research design…

Writing instruction is a particular challenge because there is no singular, linear solution to teaching students to write well. This book approaches writing as a wicked problem that takes place in complicated contexts. Through both scholarly research and teacher reflection, it examines ELA classrooms and the experiences of writing teachers to…

This study investigates pedagogical disagreements about assessment in teacher team meetings. Combining quantitative and micro-ethnographic discourse analysis, we explore the characteristics of teachers' disagreements about assessment and the conditions that afford or constrain their development as productive for teacher on-the-job learning. We…

Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet…

A well-designed assessment construct is critical for improving all aspects of quality education and validating the achievement of educational reform. The global prevalence of how teachers communicate learning intentions (LIs) and success criteria (SC) has been of great concern, particularly in the South African context. This study investigates how…

Educators everywhere are responding to the realities of student learning loss, unfinished learning, or disrupted learning as they continue to experience the lasting impact of the COVID-19 pandemic. Students of color and students attending high poverty schools experienced the largest achievement declines, increasing preexisting gaps for already…

Dynamic assessment is a dialectic procedure requiring teachers to assess learners' progress by paying attention to students' errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers' competence in carrying out the dynamic assessment, this case study explores the dynamic assessment…

The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during…