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The Classroom Teacher

  • Cathy Box
Chapter

Abstract

This chapter continues to follow three secondary biology teachers and reveals their Personal Practice Assessment Theories (PPATs)—those constructs based on beliefs, values, forms of knowledge, mental model of learning, experiences, and assessment goals that undergird their decision making. These PPATs are placed in an Assessment Development Model (ADM) that serves as a theoretical framework for analysis of the dynamic interactions between PPATs and contextual elements and their impact on the purpose, planning, implementation, and reflection on assessment practices. Forms of knowledge, whether propositional, theoretical, or strategic, served as an internally constructed contextual element that played a significant role in the teachers’ ability to translate theory into practice. Other constraining and facilitating contextual elements are discussed as well.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Cathy Box
    • 1
  1. 1.Lubbock Christian UniversityLubbockUSA

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