ERIC Number: EJ1170251
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Standards and Assessment: Coherence from the Teacher's Perspective
Bonner, Sarah M.; Torres Rivera, Camila; Chen, Peggy P.
Educational Assessment, Evaluation and Accountability, v30 n1 p71-92 Feb 2018
We sought to understand how teachers' perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n = 155) and interviews with a sample of secondary school teachers (n = 9) in a large urban district in the USA, we explored general trends and individual teachers' viewpoints. Our results suggest that the teachers' instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system.
Descriptors: Teacher Attitudes, Secondary School Teachers, Urban Schools, Academic Standards, Teaching Methods, Student Evaluation, Testing, Interviews, Teacher Surveys, Educational Trends, Preferences, Beliefs, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A