ERIC Number: ED190527
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Teacher Interaction and Observation Practices in the Evaluation of Student Achievement.
Fair, J. W.; And Others
This study investigated the importance and meaning of the role of observation in teachers' assessment of student achievement. Seven questions were used as a guide by the researchers: 1) What do teachers mean when they rate observation as their most important source of information for assessing student achievement? 2) What role do teachers' expectations play in evaluating and interpreting information obtained by observation? 3) Do teachers' practices stem from identifiable concepts of child development or curriculum? 4) What is the quality of information gained from observation? 5) Are different strategies of student evaluation used by teachers? 6) Do practices vary with grade level?, and 7) How is evaluative information integrated and reported? Results of interviews, questionnaires, and classroom observation of primary and junior level teachers are reported and analyzed. (JD)
Descriptors: Elementary Secondary Education, Evaluation Methods, Expectation, Individual Development, Informal Assessment, Interaction, Observation, Student Evaluation, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior
Ontario Government Bookstore, 880 Bay St., Toronto, Ontario, M7A 1L2, Canada ($5.00).
Publication Type: Reports - Research; Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Sponsor: Ontario Dept. of Education, Toronto.
Authoring Institution: N/A