ERIC Number: ED422425
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Teachers' Evaluations of the Sustainability of Opportunity To Learn (OTL) Assessment Strategies. A National Survey of Classroom Teachers in Large Urban School Districts.
Stevens, Floraline I.; Wiltz, Laura; Bailey, Mona
At present, there is a lack of information about how teacher-friendly or sustainable opportunity to learn (OTL) assessment strategies are when used in classrooms. This paper describes the results of a national survey of classroom teachers who teach in large urban school districts, districts that are members of the Council of Great City Schools. Elementary, middle school, and senior high school teachers were asked to rate and give their perceptions and opinions about how teacher-friendly the following OTL assessment strategies are: (1) teacher logs; (2) observations; (3) surveys; and (4) interval testing and small assessment tasks. Teacher-friendly means tasks that are sustainable over time because they are not burdensome. In all, 243 teachers responded to the questionnaire. Eighty percent had at least 10 years teaching experience, and 64% were white. Teachers' ratings of teacher-friendly and very-teacher-friendly were combined. If two-thirds of the teachers rated an OTL assessment strategy as teacher-friendly or very-teacher-friendly, the strategy was judged to have a favorable response. Elementary, middle school, and high school teachers rated favorably all aspects of three OTL assessment strategies: assessment, surveys about teaching, and surveys about resources needed for effective teaching. The exceptions were "keeping journals" and "observations for constructive feedback." These two strategies had mixed ratings for different groups of teachers, based on school level, age groups, and teaching experience. The OTL assessment strategy that received the highest ratings from all three levels of teachers was assessing students to determine their mastery of predetermined and taught skills or concepts. Large percentages of teachers responding to the survey indicated that they would implement these strategies or were already implementing some. What is missing in this body of information is how to move teachers beyond a verbal commitment to use all of the strategies to address the OTL variables. (Contains 4 tables and 22 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.