Guskey argues that teachers change their practice after they gain evidence that something is really fruitful. It is in this light, that this question is being asked.
I would have thought that for any teacher worth their salt, a student's emotional state would be an observable outcome, and a much underrated one in my opinion. And apart from the pre/post test and effect size process i mentioned, feedback on extended writing falls into the category of assessment for learning, and qualitative measures could be used to detect change in writing skills, ie marking against criteria.
I partly agree with Guskey and also I have heard that teachers will always change their practice for something that works for them at that particular time, for example when the topic for the day is working for a certain approach, they will gladly change the practice.
What other evidence does a teacher need but the joy of success in the face of their students? This is the main one i use to get my teachers hooked in a new idea. To get this going I spend some time making joy a focus for teachers, so they are attuned to it. Apart from that some semi quantitative analyses of learning using pre /post test processes if you really need it.
By evidence, I meant any observable or measurable product outcomes that can have an impact on the teacher to admit and start believing in the innovation that this really works...it's not theory.
I would have thought that for any teacher worth their salt, a student's emotional state would be an observable outcome, and a much underrated one in my opinion. And apart from the pre/post test and effect size process i mentioned, feedback on extended writing falls into the category of assessment for learning, and qualitative measures could be used to detect change in writing skills, ie marking against criteria.
of course Mark,any teacher should take a clue from observable changes ,reactions or actions,and that it entails emotionally,physically ,socially etc,otherwise he/she has treats the children with gloves on hands,not invoved at all,,yes,thats what it means.So to answer thae question,WHAT KIND OF EVIDENCE DOES THE TEACHER NEED? I SAY ALL AVAILABLE CLUE TO BEHAVIOURAL CHANGE OR UNCHANGE.FROM ACTIONS to INACTIONS of the learners.
Student enthusiasm is an important marker in determining the adoption of an assessment type. Ideally, this enthusiasm is aligned with learning objectives and outcomes, and not just measured in terms of measurable and compulsory graded practices. Learners usually always try to do well in any graded settings, with or without truly understanding the rationale behind the assessment, but real success of an assessment mode is best ascertained when there is no (at least observable) initial quantitative measure assigned to it. A qualitative analysis with bi-directional feedback (feedback from teachers as well as from students) about the quality of the assessment is often more insightful. Once that assessment is equally understood and accepted, it can be converted into an actual quantitative evaluation that is much more likely to drive internal motivation and subsequently, better performance.
Teachers need more than just convincing evidence to change assessment practice. We need to also look at the reasons for current practices, and the barriers in place for adopting better assessment approaches. I research 'assessment decision-making' in the higher education sector, and have found that even for research-savvy academics the main influence on assessment practice is not evidence of efficacy.
Article Assessment Might Dictate the Curriculum, But What Dictates Assessment?
Philp...thanks for the attachment. I will definitely read it. In my context, one thing that could be affecting heavily on teachers' perception of assessment is that it is happening in a string of continuous reforms, so, it is not being seen as the central innovation which can contribute to higher quality teaching which will in turn provide more effective schools.
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