ERIC Number: ED371088
Record Type: RIE
Publication Date: 1994-Apr
Between the Rock of Standards and the Hard Place of Accommodation: Evaluation Practices of Teachers in High Schools Serving Disadvantaged Students.
Natriello, Gary; And Others
This study examines how teachers evaluate student performance in five inner-city high schools that serve disadvantaged student populations. The study is based on in-depth interviews with 78 teachers. Each teacher responded to a series of questions about the practices employed to assess the academic performance of their students. Analyses of assessment practices included the actual activities teachers engaged in, the standards they employed, the records they kept, the initial assessment activities they performed at the beginning of a term, and additional information about the types of students they would like to have. Analyses also examined the quality or validity of the assessments they made of students in their classes, and the problems that were especially pertinent in assessing the performance of disadvantaged students. These problems included frequent absenteeism, inconsistent patterns of performance, differences between background experiences and school literacy demands, students' verbosity or quietness, and immigrant language problems. The analyses indicated that students who are more disadvantaged are likely to receive more open and fewer closed assessments of their performance, to have dimensions of performance such as attendance and effort included in their assessments, and be assessed in terms of ipsative, ability-based, or effort-based standards. (Contains 22 references.) (Author/GLR)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.