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Secondary teachers' assessment and grading practices in inclusive classrooms

Date

2008

Journal Title

Journal ISSN

Volume Title

Publisher

ORCID

Type

Degree Level

Masters

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.

Description

Keywords

Assessment, Grading, Inclusive classrooms, Secondary assessment practices

Citation

Degree

Master of Education (M.Ed.)

Department

Educational Psychology and Special Education

Program

Educational Psychology and Special Education

Advisor

Part Of

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DOI

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