What Do Teacher Candidates Know About Large-Scale Assessments? What Should They Know?

As states and provinces develop large-scale assessment programs linked to their curricula, teachers are increasingly expected to interpret the assessment results and to explain them to parents. The challenge for teachers is especially great in Ontario, which began developing an assessment program in...

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Bibliographic Details
Published in:Alberta journal of educational research 2003-12, Vol.49 (4), p.354-367
Main Authors: Childs, Ruth A, Lawson, Alexandra
Format: Article
Language:English
Subjects:
Achievement tests
Attitude Measures
Attitudes
Beginning Teachers
Canada (Ontario)
Education
Educational personnel
Educational sciences
Elementary school students
Evaluation
Familiarity
Foreign Countries
Grade 10
Grade 6
Group Testing
Knowledge
Learning
Mathematics Education
Measures (Individuals)
Parent teacher relationship
Program Attitudes
Provincial examinations
Questionnaires
Secondary Education
Secondary school students
Secondary schools
Standardized tests
Student teachers
Students
Teacher Attitudes
Teacher Competency Testing
Teacher Surveys
Teachers
Teachers training
Test Interpretation
Testing Programs
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Summary:As states and provinces develop large-scale assessment programs linked to their curricula, teachers are increasingly expected to interpret the assessment results and to explain them to parents. The challenge for teachers is especially great in Ontario, which began developing an assessment program in 1996 after almost three decades without provincially mandated testing. Three hundred and sixty teacher candidates completed a questionnaire on their knowledge about, exposure to, and opinions of the assessments. Many teacher candidates held strong views, often negative, about the assessments. Even those who had little exposure to or knowledge of the assessments held predominantly negative opinions.
ISSN:0002-4805
1923-1857
DOI:10.55016/ojs/ajer.v49i4.55029