Using Large-Scale Assessment Scores to Determine Student Grades.
In: Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013-07-01), Heft 3, S. 317-353
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Zugriff:
Many Canadian provinces provide guidelines for teachers to determine students' final grades by combining a percentage of students' scores from provincial large-scale assessments with their term scores. This practice is thought to hold students accountable by motivating them to put effort into completing the large-scale assessment, thereby generating a more accurate assessment of their ability. This study examined teachers' perceptions of the accountability framework underpinning large-scale assessments-in particular, teachers' beliefs and practices related to using students' provincial assessment scores to determine final grades. Questionnaires were distributed to teachers and follow-up interviews were conducted. Findings revealed that teachers did not entirely endorse the practice of using large-scale assessment results to determine student grades; instead, they appeared to be applying the guidelines while at the same time tweaking students' scores as needed to ensure everyone received a passing grade (i.e., at least 50%) in their course. Further, teachers were drawing from the large-scale assessment instrument to guide their instruction. [ABSTRACT FROM AUTHOR]
Plusieurs provinces canadiennes fournissent des lignes directrices aux enseignants afin qu'ils intègrent un pourcentage du résultat des élèves à des évaluations provinciales à grande échelle à celui de la cession en cours, pour déterminer les notes finales. Cette pratique a été examinée, de même que d'autres pratiques d'enseignants pour lesquelles l'évaluation à grande échelle influençait l'enseignement. Des questionnaires ont été distribués aux enseignants, et des entrevues de suivi ont été menées. Les résultats ont révélé que les enseignants ne souscrivaient pas entièrement à la pratique, mais semblaient appliquer les lignes directrices, tout en peaufinant les résultats des élèves, selon les besoins, afin que tous reçoivent au moins la note de passage (50 %) dans leurs cours. En outre, les enseignants s'inspiraient de l'instrument d'évaluation à grande échelle dans l'orientation de leurs pratiques d'enseignement et d'évaluation. [ABSTRACT FROM AUTHOR]
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Using Large-Scale Assessment Scores to Determine Student Grades.
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Autor/in / Beteiligte Person: | Miller, Tess |
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Zeitschrift: | Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013-07-01), Heft 3, S. 317-353 |
Veröffentlichung: | 2013 |
Medientyp: | academicJournal |
ISSN: | 0380-2361 (print) |
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