Teachers' evaluation practices and their perceptions of the utility of assessment information
Date
1991
Authors
Richard, Alice Faye
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Abstract
Little is known about the assessment philosophy or classroom assessment practices of teachers working with students with learning disabilities. The purpose of this study then was to broaden the knowledge base in this area. Using a type III, case study design (Kazdin, 1982), the measurement activities of six learning assistance teachers and an equal number of teachers of the learning disabled were examined. During a structured Interview, participants were queried about their assessment philosophy, their methods for data interpretation, and the kinds of assessment tools and strategies they typically use to evaluate student performance. Additionally, they were asked to discuss the primary concern they have about the measurement devices they regularly employ. The subjects also described the types of assessment information available to them when a student is referred to their program and rated the utility of this information for Instructional planning. Finally they were questioned about what they would like to see happen in the field of assessment in the future.
An examination of the subjects' response patterns revealed several Important themes. First , the teachers' espoused philosophy on assessment did not necessarily agree with actual classroom practice. Second, while teachers reported using a myriad of assessment devices to monitor student progress, they also expressed concerns about the "technical" adequacy of many of these devices as well as the time required to manage some of them In the classroom. Third, they indicated that the types of assessment information available at the time of referral were not always the most useful for the development of remedial programs. Finally, the subjects reported a need for more time to conduct assessments of their students as well as for more time to consult with their colleagues and other professionals about their assessment findings. On the basis of these results, problematic areas In the assessment of learning disabled students were postulated. Subsequently seven "principles" were proposed in an effort to describe characteristics which may be necessary for the development of an effective classroom assessment program for this population. Additionally, it was suggested that further research Is needed on the measurement practices of teachers working with learning disabled students as a number of questions remain to be answered.