A Quantitative Evaluation Of Teachers’ Approaches To Classroom Assessment In One District In Burlington County, New Jersey
Title
A Quantitative Evaluation Of Teachers’ Approaches To Classroom Assessment In One District In Burlington County, New Jersey
Description
Teachers possess varying levels of assessment design abilities. The goals of this quasi-experimental quantitative study were to determine how teachers’ approaches to classroom assessment varied, aligned with learning theories, and influenced classroom assessment practices. Teacher characteristics of age, years of experience, grade level assigned, and content area were examined relative to assessment practices. The results of this action research were intended to improve district professional development on assessment.
Study participants completed the Approaches to Classroom Assessment Inventory which generated a personalized assessment profile based upon the individual’s responses to scenarios and their professional development needs. A follow-up second survey inquired about instructional and assessment practices, self-evaluation of these practices, and professional development interests. Raw data from both instruments was analyzed through descriptive statistics to determine any relationship between identified variables.
In each subgroup, the majority of teachers preferred the cognitivist approach to learning in which learners are active participants in assessments seamlessly integrating instruction with learning. Regardless of subgroup, teachers were concerned about modifying teaching strategies and identifying students’ strengths and weaknesses. Comprehensive, authentic assessment tasks were favored over multiple-choice and free-response items. Teachers expressed a need fortraining to evaluate and report student progress against standards, use digital tools for assessments, and develop high-quality assessments.
Recommendations were presented for resources to develop a vision and purpose of assessment. Suggestions were made to expand the teachers’ repertoire of assessment strategies through focused professional development. Proposals for further research were offered to replicate and expand the findings of this study.
Study participants completed the Approaches to Classroom Assessment Inventory which generated a personalized assessment profile based upon the individual’s responses to scenarios and their professional development needs. A follow-up second survey inquired about instructional and assessment practices, self-evaluation of these practices, and professional development interests. Raw data from both instruments was analyzed through descriptive statistics to determine any relationship between identified variables.
In each subgroup, the majority of teachers preferred the cognitivist approach to learning in which learners are active participants in assessments seamlessly integrating instruction with learning. Regardless of subgroup, teachers were concerned about modifying teaching strategies and identifying students’ strengths and weaknesses. Comprehensive, authentic assessment tasks were favored over multiple-choice and free-response items. Teachers expressed a need fortraining to evaluate and report student progress against standards, use digital tools for assessments, and develop high-quality assessments.
Recommendations were presented for resources to develop a vision and purpose of assessment. Suggestions were made to expand the teachers’ repertoire of assessment strategies through focused professional development. Proposals for further research were offered to replicate and expand the findings of this study.
Creator
Stella, Amy E.
Source
Evaluation
Standards
Statistical Analysis
Standards
Statistical Analysis
Date
Contributor
Format
Adobe Acrobat PDF
Language
English
Type
Dissertation
Files
Citation
Stella, Amy E., “A Quantitative Evaluation Of Teachers’ Approaches To Classroom Assessment In One District In Burlington County, New Jersey,” Rider Student Research, accessed April 19, 2024, https://riderstudents.omeka.net/items/show/7.