Standards and assessment: coherence from the teacher’s perspective

We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods ( n  = 155) and interviews with a sample of secondary school teachers ( n  = 9) in a large urba...

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Bibliographic Details
Published in:Educational assessment, evaluation and accountability evaluation and accountability, 2018-02, Vol.30 (1), p.71-92
Main Authors: Bonner, Sarah M., Torres Rivera, Camila, Chen, Peggy P.
Format: Article
Language:English
Subjects:
Academic Standards
Accountability
Assessment
Beliefs
Correlation
Education
Education policy
Educational evaluation
Educational Trends
High schools
Interviews
Preferences
Secondary School Teachers
Student Evaluation
Surveys
Teacher Attitudes
Teacher Surveys
Teachers
Teaching
Teaching Methods
Testing
Testing and Evaluation
Urban Schools
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Summary:We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods ( n  = 155) and interviews with a sample of secondary school teachers ( n  = 9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system.
ISSN:1874-8597
1874-8600
DOI:10.1007/s11092-017-9272-2