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The Classroom Assessment Scoring System (CLASS) has published a measure that assesses classroom quality in ECEC settings (Pianta, La Paro, & Hamre, 2008).
Moving the focus of classroom assessment in biology beyond concept inventories (or other tests) that primarily assess knowledge or vocabulary or superficial aspects of the contexts being presented would seem critical to moving our students toward expert biological thinking.
It seems that the notion of AfL comes from a research document written by Dylan Wiliam and Paul Black, Inside the Black Box: Raising Standards through Classroom Assessment.
The new assessment system replaces two of the three written exams, made up of multiple-choice questions and essays, and introduces the classroom assessment elements.
None of the new classroom assessment or teaching techniques make a student responsible for formulating an independent thought or engineering a persuasive argument.
The biggest change is the heavy concentration on final exams taken at the end of a two-year GCSE course, bringing the end of modular course structures and the use of classroom assessment in pupils' final grades.
Classroom assessment techniques.
How do students perceive their classroom assessment tasks and environment?
Alkharusi's scale comprises two subscales: learning-oriented classroom assessment environment and performance-oriented classroom assessment environment.
The importance of the classroom assessment environment and the particular classroom assessment tasks within that environment signify a salient area of research to study.
Students' perceptions of the classroom assessment tasks were used as independent variables (predictors) and their perceptions of the classroom assessment environment were treated as dependent variables.
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