The need for teachers well prepared to utilize assessment data in support of student learning can be found in each of the following:

• Charlotte Danielson's Framework of Professional Practice: Assessment of student learning in unit and lesson plans 24_danielson_charlotte_1996.
• Grant Wiggins and Jay McTighe 25_wiggins_grant_2005 Understanding by Design (2nd ed): Thinking Like an Assessor.
• National Educational Technology Standards-Teachers
  • Standard IV – Assessment and Evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques; use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning; apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
• INTASC Standard 8 – Understands and uses formal and informal assessment strategies
• NBTS – Teachers are responsible for managing and monitoring student learning: “Accomplished teachers can assess the progress of individual students as well as that of the class as a whole. They employ multiple methods for measuring student growth and understanding and can clearly explain student performance to parents.”

In a study of 143 teachers, Cizek et. al (1995/1996) found teachers assessment strategies were highly variable.

1. Frequency of use of different types of assessments
2. How grades are determined for assignments, tests etc. . .
3. Assessment sources
4. Teachers knowledge of others assessment practices and school/district policies.

1. Elem school teachers - %50 teacher made tests, %50 publisher, MS 73/27, HS 75/25.
2. Grades include factors such as ability (%51) and effort (%42).
3. Comments from teachers noted the lack of collaboration.

Brown (2004) designed and delivered a 65 item survey of items such as Assessment provides valid information.

Evaluated teachers conceptions of assessment as:

1. Improving teaching and learning
2. Student accountability
3. School accountability
4. As irrelevant

Found teachers agreed w/ 1 & 3 and rejected 2 & 4.

The National Center for Education Statistics (2000) completed a nationwide survey of teachers regarding general feelings of preparedness. Respondents reported feeling less well prepared to use student performance assessment, address cultural diversity and integrate technology.

Research Questions - Survey