Motivations for and barriers to the implementation of diagnostic assessment practices - a case study

Given the importance of diagnostic assessment as a well-substantiated pedagogical strategy for use at various educational levels from kindergarten to the undergraduate level, we must consider its lack of implementation in the classroom. The implementation gap is especially severe at the tertiary level, with chemistry and other STEM (science, technology, engineering, and math) instruction being no exception. Yet, some tertiary instructors perform diagnostic assessment. How does this happen? What motivates, enables, and sustains these instructors in their implementation of diagnostic assessment? In this study we collect data on the practices of two tertiary chemistry instructors, including classroom observation, artifact collection, and interview. Analysis shows that these instructors employ several techniques that are consistent with the paradigm of research-based diagnostic assessment. Perceived motives behind the use of these techniques, as well as perceived barriers to further implementation of diagnostic techniques are reported and discussed.

[1]  J. Hattie,et al.  The Power of Feedback , 2007 .

[2]  V. Shute.  Focus on Formative Feedback , 2008 .

[3]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[4]  Steven W. Ziebarth,et al.  Current Developments in Assessment for Learning in Universities and High Schools in Michigan: Problems and Perspectives in Mathematics and Science Education , 2009, Journal of MultiDisciplinary Evaluation.

[5]  Loretta L. Jones,et al.  A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms , 2008 .

[6]  L. Fuchs,et al.  Effects of Systematic Formative Evaluation: A Meta-Analysis , 1986, Exceptional children.

[7]  G. McNamee,et al.  Dissolving the Line between Assessment and Teaching. , 2005 .

[8]  R. Stiggins.  Assessment Crisis: The Absence of Assessment for Learning , 2002 .

[9]  David W. Brooks,et al.  Performance-Related Feedback: The Hallmark of Efficient Instruction , 2005 .

[10]  D. Kember.  A reconceptualisation of the research into university academics' conceptions of teaching , 1997 .

[11]  P. Black,et al.  Classroom Assessment and the National Science Education Standards. , 2001 .

[12]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[13]  F. Marton.  Phenomenography — Describing conceptions of the world around us , 1981 .

[14]  R. Stiggins.  High Quality Classroom Assessment: What Does It Really Mean? , 2005 .

[15]  Herb Fynewever,et al.  Your Syllabus Should Set the Stage for Assessment for Learning , 2011 .

[16]  Jeffrey Brainard,et al.  The Tough Road to Better Science Teaching. , 2007 .

[17]  Melissa H. Dancy,et al.  Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics , 2007 .

[18]  W Harlen.  Enhancing Inquiry through Formative Assessment , 2003 .

[19]  P. Black,et al.  Teachers developing assessment for learning: impact on student achievement , 2004 .

[20]  Matthew J. Koehler,et al.  Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge , 2006, Teachers College Record: The Voice of Scholarship in Education.

[21]  Mark Wilson,et al.  From Principles to Practice: An Embedded Assessment System , 2000 .

[22]  L. Shepard.  The Role of Assessment in a Learning Culture , 2000 .

[23]  C. Henderson,et al.  Beyond Dissemination in College Science Teaching: An Introduction to Four Core Change Strategies , 2010 .

[24]  R. Harden,et al.  AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher , 2000 .

[25]  P. Black,et al.  Inside the Black Box: Raising Standards through Classroom Assessment , 2010 .

[26]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[27]  Margaret B Row.  Wait-Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control: Part One--Wait-Time. , 1974 .

[28]  Dylan Wiliam,et al.  Classroom Assessment: Minute by Minute, Day by Day In classrooms that use assessment to support learning, teachers continually adapt instruction to meet student needs. , 2005 .

[29]  Kathleen Scalise,et al.  Assessment to improve learning in higher education: The BEAR Assessment System , 2006 .

[30]  M. Steadman,et al.  Using Classroom Assessment to Change Both Teaching and Learning , 1998 .

[31]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[32]  F. Marton,et al.  Learning and Awareness , 1997 .

[33]  R. Glaser,et al.  Knowing What Students Know: The Science and Design of Educational Assessment , 2001 .