Elementary teachers' practices and beliefs of student assessment in a standards-based reporting system

This study identified elementary teacher assessment practices and beliefs related to student assessment in a standards-based reporting environment. This mixed methods study surveyed and interviewed elementary teachers after 3 years of implementation of a standards-based report card. Descriptive statistics are presented in table and narrative formats; textual data has been analyzed and are also discussed. This study found a need to continue improving teacher support to promote formative assessment integration, and increased alignment of teacher beliefs related to their assessment practices and reporting. This research has implications for districts contemplating implementation of a standards-based reporting system, or those seeking to maximize the purported gains of standards-based education. Recommendations for districts are offered based on results of the study.