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Teachers Speak Out on Assessment Practices.

Authors :
McNair, Shannan
Bhargava, Ambika
Adams, Leah
Edgerton, Sally
Kypros, Bess
Source :
Early Childhood Education Journal; Sep2003, Vol. 31 Issue 1, p23, 9p, 4 Graphs
Publication Year :
2003

Abstract

A 1997 statewide survey of Michigan teachers, administrators, and parents about assessment practices revealed that all 3 groups held similar views about what constitutes appropriate assessment in the early years, and they put little faith in test scores. This study reports on follow-up interviews aimed at determining the types, frequency, and utility of assessment techniques used by classroom teachers. Specifically, this study focused on the types of assessment techniques used by a sample of elementary teachers, including how often they use paper-and-pencil tests, how often they write observation notes and what they do with the notes, whether they use children's portfolios as assessment, and whether their teaching is influenced by mandated tests. Study findings revealed that paper and pencil tests were regularly used by teachers in grades 3 and 4 (92%), and rarely or occasionally used by the teachers below that level (16% rarely and 20% occasionally). Seventy-three percent of the early level teachers and 76% of the teachers in grade 3 and 4 used observation for summative rather than formative analysis. Teachers in both groups used checklists frequently, primarily for summative purposes. Portfolios, like other assessment tools, are used primarily for summative rather than formative purposes. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
10823301
Volume :
31
Issue :
1
Database :
Complementary Index
Journal :
Early Childhood Education Journal
Publication Type :
Academic Journal
Accession number :
10588004
Full Text :
https://doi.org/10.1023/A:1025180617689