The Dimensions of Classroom Assessment: How Field Study Students Learn to Grade in the Middle Level Classroom

Authors

  • James W. Kusch University of Wisconsin

DOI:

https://doi.org/10.11575/jet.v33i1.52555

Abstract

How are assessment practices of student teachers formed by their experiences in methods courses and practicum classrooms? By contrasting the approaches of two groups of student teachers to pupil assessment, the small-scale case study research described in this report shows how student teachers emphasize the dimensions of assessment that demonstrate, both, their control of procedure and content, and their control of student behavior and learning in the classroom. These control-related aspects of the practicum experience derive primarily from pressure exerted by cooperating teachers to maintain the established classroom order, and derive secondarily from approaches that have been propounded in methods courses.

Author Biography

James W. Kusch, University of Wisconsin

Jim Kusch earned his Ph.D. at the University of Wisconsin-Madison and has been a professor of curriculum and instruction in the University of Wisconsin system since 1990. In addition, he taught in United States public schools for eleven years. During 1986 he trained teachers in mathematics methods in Karnataka State, India. Over recent years he has lectured a number of times on assessment and action research in Latvia and in the United Kingdom. Currently he is writing on the nexus of pupil
assessment, classroom control, and surveillance in the school room.

Published

2018-05-17

Issue

Section

Articles