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Assessment dilemma: A comparative study.

Russell, Bruce A.

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Assessment dilemma: A comparative study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Assessment dilemma: A comparative study./
Author:	Russell, Bruce A.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3500.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419861
ISBN:	9781124202358

Assessment dilemma: A comparative study.
Russell, Bruce A.

Assessment dilemma: A comparative study. - 126 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3500.

Thesis (Ed.D.)--Edgewood College, 2010.

This study examined high school teachers classroom grading practices in Advanced Placement courses, whose grading practices showed a high correlation between reported grades teachers assign their students, and grades those same students earn on standardized high-stakes examinations. This mixed-methods study utilized a sequential explanatory design that allowed this researcher to collect quantitative data from high school teachers and subsequently interview select teachers based upon the information gathered. Interview data was then analyzed from a qualitative perspective. The literature examined in this study outlined the need for educators to provide students, parents, and post-secondary institutions with accurate information on the extent to which students have learned the curriculum. This study found that there are specific classroom assessment practices that teachers could employ to provide accurate information on the extent to which students have learned the curriculum. The data also shows that it is possible to create classroom grades that are highly correlated with statewide or national high-stakes assessment results. This research has implications for all teachers and teacher training institutions as the data shows it is possible to create valid and reliable classroom grading systems that educators and legislators have long been calling for. Recommendations are offered based upon the results of this study.

ISBN: 9781124202358Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Assessment dilemma: A comparative study.
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040 $a UMI $c UMI
100 1 $a Russell, Bruce A. $3 1674367
245 1 0 $a Assessment dilemma: A comparative study.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3500.
500 $a Adviser: Bette Lang.
502 $a Thesis (Ed.D.)--Edgewood College, 2010.
520 $a This study examined high school teachers classroom grading practices in Advanced Placement courses, whose grading practices showed a high correlation between reported grades teachers assign their students, and grades those same students earn on standardized high-stakes examinations. This mixed-methods study utilized a sequential explanatory design that allowed this researcher to collect quantitative data from high school teachers and subsequently interview select teachers based upon the information gathered. Interview data was then analyzed from a qualitative perspective. The literature examined in this study outlined the need for educators to provide students, parents, and post-secondary institutions with accurate information on the extent to which students have learned the curriculum. This study found that there are specific classroom assessment practices that teachers could employ to provide accurate information on the extent to which students have learned the curriculum. The data also shows that it is possible to create classroom grades that are highly correlated with statewide or national high-stakes assessment results. This research has implications for all teachers and teacher training institutions as the data shows it is possible to create valid and reliable classroom grading systems that educators and legislators have long been calling for. Recommendations are offered based upon the results of this study.
590 $a School code: 1501.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0288
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690 $a 0727
710 2 $a Edgewood College. $b Department of Education. $3 1023287
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Lang, Bette, $e advisor
790 1 0 $a Evert, Tom $e committee member
790 1 0 $a Gevelinger, Mary Ellen $e committee member
790 1 0 $a St. Maurice, Henry $e committee member
790 1 0 $a Koskela, Robert $e committee member
790 1 0 $a Koskela, Ruth $e committee member
790 $a 1501
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419861