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- W2730248384 abstract "A sample of 143 midwestern elementary and secondary school teachers from a variety of practice settings responded to a survey and provided comments regarding their assessment and practices. The study collected background (demographic) information on the teachers and information on some assessment-related practices, including: (1) the frequency with which teachers assign routine class assignments; (2) the types of marks used to report student performance; (3) the frequency and grading of major assignments and tests; (4) the source of classroom tests; (5) the kinds of marks used; (6) the methods used to combine marks; (7) the meaning of grades; (8) teachers' knowledge and perceptions regarding district grading policies; and (9) teachers' awareness of the grading policies of their peers. It was found that assessment practices vary widely and unpredictably. Few relationships were observed between teachers' assessment and grading practices and personal or background characteristics such as practice level, years of experience, gender, or familiarit with district policies. Teachers generally claimed to use a variety of factors in assigning grades, and a majority of teachers surveyed indicated that they were unaware of both their districts' policies and their colleagues' practices. Conclusions, recommendations, and implications of these findings are discussed. (Contains 33 references and 4 tables.) (Author) ********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Further Investigation of Teachers' Assessment Practices U.S. DEPARTMENT OF EDUCATION Cefies ca Educational Researcn and imptosimeni ED °NAL RESOURCES INFORNATION CENTER (ERICI hra document has been reproduced as received from Iha person or orpanizaton (limiting it C Minor enemies nave been made to ,inteore nsproducbon pu/lity Pants ot ease°. opnions stated ,n this Occ u mint 60 not oeCefitartly represent ottioai 0E141 position or 001Cy Gregory J. Cizek Assistant Professor of Educational Research and Measurement 350 Snyder Hall University of Toledo Toledo, OH 43606-3390 Telephone: 419-537-2611 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Robert E. Rachor Graduate Assistant 375 Snyder Hall University of Toledo Toledo, OH 43606 419-537-4615 Shawn Fitzgerald Graduate Assistant 375 Snyder Hall University of Toledo Toledo, OH 43606 419-537-4615 Paper presented at the annual meeting of the American Educational Research Association, April 1995, San Francisco, CA." @default.
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- W2730248384 date "1995-04-01" @default.
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- W2730248384 title "Further Investigation of Teachers' Assessment Practices." @default.
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