Classroom Assessment Practices and Teachers' Self-Perceived Assessment Skills

Abstract

Abstract This study investigates teachers' assessment practices across teaching levels and content areas, as well as teachers' self-perceived assessment skills as a function of teaching experience and measurement training. Data from 297 teachers on the Assessment Practices Inventory were analyzed in a MANOVA design. As grade level increases, teachers rely more on objective tests in classroom assessment and show an increased concern for assessment quality (p < .001). Across content areas, teachers' involvement in assessment activities reflects the nature and importance of the subjects they teach (p < .001). Regardless of teaching experience, teachers with measurement training report a higher level of self-perceived assessment skills in using performance measures; in standardized testing, test revision, and instructional improvement; as well as in communicating assessment results (p < .05) than those without measurement training. The implications of the results for measurement training are also discussed.