NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ761565
Record Type: Journal
Publication Date: 2003
Pages: 20
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0895-7347
Classroom Assessment Practices and Teachers' Self-Perceived Assessment Skills
Zhang, Zhicheng; Burry-Stock, Judith A.
Applied Measurement in Education, v16 n4 p323-342 2003
This study investigates teachers' assessment practices across teaching levels and content areas, as well as teachers' self-perceived assessment skills as a function of teaching experience and measurement training. Data from 297 teachers on the Assessment Practices Inventory were analyzed in a MANOVA design. As grade level increases, teachers rely more on objective tests in classroom assessment and show an increased concern for assessment quality (p less than 0.001). Across content areas, teachers' involvement in assessment activities reflects the nature and importance of the subjects they teach (p less than 0.001). Regardless of teaching experience, teachers with measurement training report a higher level of self-perceived assessment skills in using performance measures; in standardized testing, test revision, and instructional improvement; as well as in communicating assessment results (p less than 0.05) than those without measurement training. The implications of the results for measurement training are also discussed.
Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A