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ERIC Number: ED478989
Record Type: Non-Journal
Publication Date: 2002-May-22
Pages: 123
Abstractor: N/A
Reference Count: N/A
Assessment Practices of Third and Fifth Grade Science Teachers: A Comparison to the Style/Format, Process, and Content of Ohio's Proficiency Tests.
Janson, David C.
This descriptive study compared the assessment practices of 10 elementary school teachers over a 11 weeks to those of Ohio's fourth and sixth grade science Proficiency Tests. Findings show that the assessment practices of these teachers were not aligned with Ohios proficiency test. The tests used in participants' classrooms contained a disproportionate number of items characterized as low-level in terms of their cognitive function. Classroom test items generally fell into three categories: true/false, completion, and matching. The remaining items were predominantly low-level multiple-choice items requiring simple recall of information. The teachers in this study showed heavy reliance on the packaged assessments that accompanied their adopted textbook series with little use of teacher-designed instruments. This finding differs from findings of previous researchers who reported that most teacher assessments were done with teacher-made tests. The lack of alignment between classroom tests and Ohio's Proficiency Test is a concern because previous researchers and the teachers in this study believe that aligning classroom tests with high-stakes assessment improves student performance. Other research shows teachers teach what they test suggesting that the curriculum would be better aligned with state expectations if tests were more in line with the proficiency tests. The study found that textbooks and their assessment packages are not aligned to most state standards and that teachers need help in developing better assessments. Results suggest directions school administrators might take to facilitate inservice training for current teachers and could be helpful to textbook publishers and educators on adoption committees. (Contains 5 figures and 98 references.) (SLD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio