University of SaskatchewanHARVEST
  • Login
  • Submit Your Work
  • About
    • About HARVEST
    • Guidelines
    • Browse
      • All of HARVEST
      • Communities & Collections
      • By Issue Date
      • Authors
      • Titles
      • Subjects
      • This Collection
      • By Issue Date
      • Authors
      • Titles
      • Subjects
    • My Account
      • Login
      JavaScript is disabled for your browser. Some features of this site may not work without it.
      View Item 
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item

      Secondary teachers' assessment and grading practices in inclusive classrooms

      Thumbnail
      View/Open
      gurski2008.pdf (1.260Mb)
      Date
      2008
      Author
      Gurski, Lisa F
      Type
      Thesis
      Degree Level
      Masters
      Metadata
      Show full item record
      Abstract
      The assessment reform movement has focused on classroom assessment and grading practices as a potential means to improving teaching and learning. Many researchers agree that the best way to enhance learning for a diverse range of students is through appropriate, reliable, and valid classroom assessment and grading practices. This is of particular importance in Saskatchewan because the inclusive philosophy has been mandated for all schools. Classroom teachers are responsible for the instruction, assessment, and grading of students with mild disabilities, learning, emotional, and behavioral challenges, and other needs that require specific attention. This study examined secondary classroom teachers’ assessment and grading practices in one urban school division. A survey instrument adapted from the work of Duncan and Noonan (2007) and McMillan (2001) asked current secondary teachers, within inclusive classrooms, to indicate their current assessment and grading practices. Evidence from the survey demonstrated that teachers in this division have diverse assessment and grading practices and that they have begun to explore the potential for assessment to assist all students in their learning. This study has provided data to move forward with some professional development opportunities for teachers and further research in assessment and grading with particular focus on students with special needs in inclusive classrooms.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      Educational Psychology and Special Education
      Committee
      Tunison, Scott; Noonan, Brian; Kelly, Ivan W.; Wilson, Jay
      Copyright Date
      2008
      URI
      http://hdl.handle.net/10388/etd-12212008-155551
      Subject
      Assessment
      Grading
      Inclusive classrooms
      Secondary assessment practices
      Collections
      • Graduate Theses and Dissertations
      University of Saskatchewan

      University Library

      © University of Saskatchewan
      Contact Us | Disclaimer | Privacy