Facilitating Change in Classroom Assessment Practice: Issues for Professional Development

  • Edith S. Gummer
  • Daniel P. Shepardson

Abstract

This chapter emphasizes two aspects of changing classroom assessment practice: the change process itself and impediments to change. The first portion of this chapter discusses the theoretical aspects of the difficulties teachers encounter as they reflect on and expand their assessment practice. The second portion of the chapter provides insight into the teacher impediments, internal and external, perceived or actual, for changing classroom assessment practice. These impediments are presented as issues to be considered in the professional development of science teachers’ assessment practices.

Keywords

Expense Doyle Cuban 

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Copyright information

© Springer Science+Business Media Dordrecht 2001

Authors and Affiliations

  • Edith S. Gummer
  • Daniel P. Shepardson

There are no affiliations available

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