| Research on the classroom assessment practices of teachers has been limited at the elementary level. There is little information on the specific needs of elementary teachers, especially in the areas of teacher confidence, need for training, and involving students in the assessment process. Elementary teachers have not been looked at as separate groups, with differing assessment needs.; A research project was undertaken to examine elementary teachers' understandings of classroom assessment, confidence with various assessment techniques, and teacher use of classroom assessment at the elementary level. Surveys were sent to 158 kindergarten to grade 6 teachers in schools in Southern Maine where at least one teacher had been involved in assessment training. The return rate for the surveys was 70%.; Following the analysis of the survey data, seven volunteers from the survey sample participated in an in-depth interview.; The study resulted in significant findings concerning teacher use of classroom assessment. Primary (K--2) and upper elementary (3--6) teachers used different assessment techniques. Primary teachers used fewer traditional assessments and were less likely to assess in science or social studies. Teachers reported lack of confidence with some of the assessment techniques they used in their classrooms. Level of training influenced confidence and the use of techniques. Time management was an issue for many teachers. Student involvement in the assessment process was limited at the elementary level. Teachers who were involved in the interview felt that work with colleagues was the most beneficial way to improve classroom assessment skills. |
