A Case for Preparation: Teachers and Assessment

Author

Gabriele Spintzyk, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2017

Degree Name

Master of Science in Education

Department

Curriculum and Instruction

First Advisor

McIntyre, Christine

Abstract

This study weighs the importance of assessment in the K-8 classroom against the preparation of teachers to create and administer assessments that are effective and meaningful. Despite the enormous pressure teachers are put under to assess and evaluate, Teacher Education Programs (TEP) are remiss in providing students with the necessary skills for this task. Teachers feel that their training has been deficient and rely on pot-job placement Professional Development (PD) to acquire a degree of proficiency. Survey questions and assessment samples were analyzed in order to gain a frame of reference on teacher attitudes toward assessment and the quality of assessment products. Higher order thinking (HOT) was an important factor in examining the samples. Analyzation was also done by experts in the field and these supported the work of the researcher. The results of the study show that there is insufficient training in assessment during TEP. Data from assessment sample analysis prove that, to a large degree, teachers are not able to identify or construct HOT. Assessment has taken a major place in our schools. If it is to remain such an important piece in the mosaic of both effective teaching and successful learning, TEPs must adapt their curriculum to ensure assessment mastery in their students.