![]() This research conceives assessment as a bridge between teaching and students’ learning. ![]() This thesis identifies and analyses the challenges of, and opportunities for, reading comprehension assessment practices with a formative purpose in Chilean classrooms. According to this author, teachers frequently rely on information gleaned from non-test assessment strategies, which include a wide variety of methods used on a daily basis that are rarely documented, such as informal observations of individuals or groups, individualised assignments or common assignments with individualised, non-standardised grading criteria, and nonrandom questioning. A complementary perspective is given by Bonner (2013) in her revision of studies related to validity in classroom assessment by distinguishing between test-based assessment strategies and non-test assessment strategies. Aligned with Ruiz-Primo and Furtak's (2007) perspective, Cagasan et al.(2020) after observing the assessment practices of primary and secondary Philippians teachers, consider that formal assessment requires teachers to collect students' information before making a decision following a planned structure of events at the class level while informal assessment is focused on the student/teacher conversation level, and emphasises the flexible nature of assessment and the giving of timely feedback.
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