An examination of the relationship between the frequency of assessment methods used by Nebraska middle school science teachers and teacher's gender, membership on an interdisciplinary team, size of school, training in assessment, and years of teaching exp

The purpose of this study was to determine if there is a relationship between middle level teacher's gender, teacher's membership on a middle level interdisciplinary team, size of school, training in assessment practice, and years of teaching experience and the frequency of assessment methods used in the middle level science classroom.; A total of 149 eighth grade science teachers from 83 middle school buildings in 54 Nebraska school districts were mailed surveys. Teachers indicated the frequency of their use of assessment methods. Comparisons were made between the independent variables (gender, interdisciplinary teaming, school size, assessment training, and years of teaching experience) and the dependent variable (frequency of assessment methods).; Analysis of the data revealed the following findings: (1) There was a statistically significant relationship between teacher gender and the frequency of assessment methods used in the middle level science classroom. (2) There was no statistically significant relationship between the teacher's membership on a middle level interdisciplinary team and the frequency of assessment methods used in the middle level science classroom. (3) There was no statistically significant relationship between the size of school and the frequency of the assessment methods used in the middle level science classroom. (4) There was no statistically significant relationship between the middle level teacher's training in assessment and the frequency of assessment methods used in the middle level science classroom. (5) There was no statistically significant relationship between the middle level teacher's years of experience and frequency of assessment methods used in the middle level classroom.