TEACHERS’ CLASSROOM ASSESSMENT PRACTICES

Abstract

This study examined classroom assessment practices of 3rd-through 12th-grade teachers in a Midwestern state. In addition to determining the frequency with which specific assessment item formats were utilized, the level of use of selected “best practice” approaches to assessment was considered (performance-based assessment, teacher-made tests, and formative assessment). Essays and written assignments were the most common assessment formats reported. There is substantial use of performance-based assessments across grade levels and subject, but traditional paper-and-pencil testing remains the predominant classroom assessment format. Female teachers choose performance-based assessment more often than male teachers. Performance-based assessment is used much more frequently by language arts teachers than by those who teach other subjects and is more common at higher levels than at the elementary level. Though teachers design their own classroom assessments, they routinely rely on tests or items written by others. Formative assessment is not common, as only about 12% of assessments do not affect student grades and 3 out of every 4 assessments are administered after instruction is completed. Implications for promoting quality classroom assessment are discussed.

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