ERIC Number: ED346144
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Classroom Teachers Move to Center Stage in the Assessment Area--Ready or Not!
Jett, Daniel L.; Schafer, William D.
The historical needs for teacher competence in assessment are being increased as educational reform efforts bring new types of assessment into use. A statewide proportional random sample of 1,220 Maryland high school teachers was surveyed to determine the amount of training they had received in classroom assessment and the sources of that training. There were 538 (44.1%) usable surveys. The survey was primarily designed to determine teacher attitudes and knowledge about the Maryland Writing Test. Results suggest that almost one in five high school teachers of English/language arts, mathematics, science, and social studies report they have no training whatsoever in classroom assessment. Almost half have either no training at all or training from a single source. The training that does take place in college or through inservice programs does not guarantee that teachers are knowledgeable and skillful users of effective classroom assessment techniques. Steps that should be taken to assure teacher readiness for center stage in assessment are discussed. There are 14 tables of study findings and a 23-item list of references. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland