Student assessment: An exploratory mixed methods study of teachers' perceptions and resulting practices
by Grover, Kathy J., Ed.D., LINDENWOOD UNIVERSITY, 2009, 138 pages; 3372327

Abstract:

Federal and state accountability requirements have raised the stakes on student achievement testing. Teachers' perceptions of accountability testing influence classroom instruction (Wiliam, 2005). Teacher instruction greatly impacts student learning (Schmoker, 2006). This mixed method study examined teachers’ perceptions of assessment and instruction. Analysis of data from case studies of three classroom teachers revealed three themes relating to assessment and instruction. The themes were further investigated by means of a Likert survey. The case study and survey methodologies provided descriptive data of teachers' beliefs regarding the value of various assessment types, the influence of different types of assessment on teaching practice, and the usefulness of various assessments as indicators of student learning. The results indicated that while teachers recognize the importance of preparing students for high-stakes testing, they value and depend on teacher observations and results of teacher-created assessments to measure student learning and inform instruction. A call for educational leaders to understand, communicate, and educate others regarding the value of formative and summative assessment was made. Interview data revealed a need for training of pre-service teachers and sustained training of in-service teachers in the analysis of assessment data, implementation of research-based instructional strategies, methods of differentiating instruction in the classroom, and effective use of teaching resources.

 
AdviserTerry R. Reid
SchoolLINDENWOOD UNIVERSITY
SourceDAI/A 70-09, Oct 2009
Source TypeDissertation
SubjectsEducational tests & measurements; Educational administration
Publication Number3372327
Adobe PDF Access the complete dissertation:
 

» This is an open access dissertation.
  Use the link below to access the full text PDF of this graduate work:
  http://gradworks.umi.com/3372327.pdf
  Use the link below to search and retrieve all open access dissertations:
  http://pqdtopen.proquest.com

About ProQuest Dissertations & Theses
With over 2.3 million records, the ProQuest Dissertations & Theses (PQDT) database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.

The database includes citations of graduate works ranging from the first U.S. dissertation, accepted in 1861, to those accepted as recently as last semester. Of the 2.3 million graduate works included in the database, ProQuest offers more than 1.9 million in full text formats. Of those, over 860,000 are available in PDF format. More than 60,000 dissertations and theses are added to the database each year.

If you have questions, please feel free to visit the ProQuest Web site - http://www.proquest.com - or call ProQuest Hotline Customer Support at 1-800-521-3042.