Searching for stages of teacher's skills in assessment

Abstract

This study investigates teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment and the five measurement dimensions of the dynamic model of educational effectiveness. A questionnaire measuring assessment skills was administered to a 10% sample of Cypriot teachers (n= 240) and a high response rate was obtained (74.2%). Semi-structured interviews provided support for the internal validity of the study. Assessment skills are grouped into four types of behaviour which are discerned in a distinctive way and move gradually from skills associated with everyday assessment routines to more advanced skills concerned with differentiation in assessment. Teachers implementing more advanced types of assessment behaviour have better student outcomes. Implications of findings are drawn. © 2013 Elsevier Ltd.