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• W244384106 abstract "This study examined teacher candidate classroom assessment practices from the perspective of supervising teachers. Using questionnaires, supervising teachers evaluated the student interns' use of various assessment techniques and interns' methods for determining whether they had achieved a direct impact on their students' learning. Participants were 106 prekindergarten through grade 12 teachers who served as supervising teachers for full-time interns (student teachers) from a college of education during the 2000-2001 academic year. The number of experiences each participant had 'with student teachers ranged from 1 to 9. Findings show that, on the whole, the supervising teachers believed that their interns had good assessment skills and used a variety of evaluation techniques. Informal methods such as oral questioning and guided practice seemed to be the most frequent assessment methods used in the attempt to demonstrate an effect on student learning. However, data on the predominance of informal methods suggest that these may not be sufficient to prepare teachers to assess student learning effectively. Additional and more sophisticated training may be required. (Contains 3 tables and 10 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Classroom Assessment Practices: Examining Impact on Student Learning Susan K. Green and Michelle Mantz PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 13 Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. This paper is prepared for the: Annual Meeting of the American Educational Research Association in New Orleans, LA April 2002 2 BEST COPY AVALABLE Classroom Assessment Practices: Examining Impact on Student Learning Susan K. Green and Michelle Mantz Winthrop University Faced with escalating pressure to raise standards, educators on all fronts are reexamining ways to increase learning in the classroom. One area in particular that is emerging in importance is the expanded, comprehensive use of assessment by classroom teachers (Black & Wiliam, 1998; Stiggins, 1999). For instance, standards set by the National Council for Accreditation on Teacher Education (NCATE) and affiliated learned societies require that teacher preparation programs demonstrate how their teacher candidates are impacting P-12 student learning (NCATE, 2001). This focus, in turn, requires each program to take a hard look at the assessment practices and perspectives its teacher candidates apply in the classroom. Such examination is particularly important given the consensus among educational researchers that assessment is an area that has been neglected in the past by educators (Stiggins, Frisbie, & Griswold, 1989). For example, Stiggins and Conklin (1988) found that teachers were likely to spend almost one-third of their professional time on activities linked to assessment (Stiggins, 1989), even though research has shown that teachers often have inadequate measurement and assessment skills (Stiggins, 1991; Wise, Lukin & Roos, 1991). According to the Principles and Indicators for Student Assessment Systems devised by the National Forum on Assessment and endorsed by over 80 national and local educational and civil rights organizations, the primary" @default.
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• W244384106 title "Classroom Assessment Practices: Examining Impact on Student Learning." @default.
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