Assessing Assessment Literacy: Are new teachers prepared to assume jobs in T school districts engaging in grading and assessment reform efforts?
William Battistone, Tom Buckmiller, Randal Peters
Drake University, Des Moines, Iowa, United States
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Keywords

Assessment, SBG, Standards-based grading, Teacher education

How to Cite

Randal Peters, W. B. (2019). Assessing Assessment Literacy: Are new teachers prepared to assume jobs in T school districts engaging in grading and assessment reform efforts?. Humanitarian and Socio-Economic Sciences Journal, (4(15), 58-76. Retrieved from http://scopuseu.com/scopus/index.php/hum-se-sc/article/view/682
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Abstract

Grading and assessment practices of K-12 educators in the U.S. continue to be among the most discussed areas in school reform and school leaders question whether or not new teachers are prepared to engage in this type of work. The purpose of this qualitative study was to better understand the phenomenon of being a new teacher in a school that uses innovative methods such as standards-based or standards-referenced grading (SBG). The finding of this study indicated that limits to preparedness as a professional was due to teacher education training on assessment, which was inconsistent at best.

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