ERIC Number: ED361394
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Assessment Practices in the Elementary Classroom: Perspectives of Stakeholders.
Anderson, John O.; Bachor, Dan G.
Assessment practices used in elementary school classrooms in British Columbia (Canada) were explored through a survey that also considered the perspectives of the people directly affected by assessment: students, parents, teachers, and administrators. Data were collected through focus group interviews with each of the 4 respondent groups from 10 school districts. Each group consisted of three to eight participants. The study clarifies characteristics of classroom assessment and shows that a number of issues should be addressed. Observation and the review of work samples are the main kinds of information collection procedures used in the schools studied, and narrative reports are the main form of formal communication with parents. The purpose of assessment is locating the student within the instructional program, to devise and implement appropriate learning strategies for the child, to inform the child and parents of progress, and also to fulfill the reporting requirements of the school and district. While teachers often saw shortcomings in the grading process, parents and students were more likely to see grades as more accurate than other forms of reporting. Aspects of assessment practice that could be improved include a need for more explicit description of the learning and development pathways and a more concrete explanation of the evaluation process. An appendix contains the focus group questions. (SLD)
Descriptors: Achievement Rating, Administrator Attitudes, Classroom Techniques, Educational Assessment, Elementary Education, Elementary School Students, Elementary School Teachers, Foreign Countries, Grades (Scholastic), Parent Attitudes, Report Cards, School Surveys, Stakeholders, Student Attitudes, Student Evaluation, Teacher Attitudes, Test Use
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada