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.
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-12212008-155551 |
| Date | 12 January 2009 |
| Creators | Gurski, Lisa F |
| Contributors | Tunison, Scott, Noonan, Brian, Kelly, Ivan W., Wilson, Jay |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-12212008-155551/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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