ERIC Number: ED229346
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
Primary Teachers' Assessment Practices: Some Implications for Teacher Training.
A survey of primary school teachers sought information on how and why they tested students. The study was a response to recent controversy over state-wide and school-based testing which raised questions about the relevance of training courses in educational measurement in teacher education programs. It was found that teachers tended to have a fairly low involvement with standardized tests and relied predominantly on observation and teacher-made tests. There was a marked variation in the way teachers viewed assessment in different subjects. Findings suggested that, when teachers consider frequency of testing in subject areas, they treat math, reading, written expression, and science in a similar way. Other subject areas were approached in a different manner. An exploration of assessment in subject areas to see if there were any differences between grade levels revealed a marked difference in the way certain subjects were assessed as students moved through the grades. There was a decline in the assessment of reading after students left the lower grades. Results suggest that preservice educational measurement courses should include the idea that techniques appropriate in the upper primary grades may not be appropriate in the lower grades. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the South Pacific Association for Teacher Education (12th, Frankston, Victoria, July 6-9, 1982).