The Untried Path: Exemplary Elementary School Teachers’ Understanding of and Experiences with Classroom Assessment
Bibliographic record
Abstract
This qualitative phenomenological research study sought to describe teachers’ understanding of and experiences with AfL, AaL, and AoL when using 21st Century approaches to teaching, learning, and assessment. Purposeful sampling was used to select 4 exemplary Canadian elementary school teachers who had a history of using a professional blog for reflective practice. Data collection methods included elementary school teachers’ professional blogs and semi-structured interviews. Data analysis revealed exemplary elementary school teachers’ understandings and living examples of classroom assessment in a 21st Century context. Results also illustrated how technology-integrated assessment gave students the “power to create” and demonstrate their learning in unprecedented ways and provided teachers with rich assessments of student learning. The study discusses implications for classroom practice and educational research, and offers some initial thoughts on the interactions among the purposes of assessment. The study will be of particular interest to teachers who are interested in improving assessment practices in their classrooms and will provide teacher education programs with insight on how to best prepare teacher candidates for 21st Century education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".