A Comparison of Teachers' Assessment Practices in School Restructuring Models by Year of Implementation

Abstract

Teachers' assessment practices were investigated in the context of school restructuring in Title I schools. The survey method included questionnaires distributed to teachers in 11 elementary schools in their 1st year of implementation and teachers in 11 elementary schools in their 4th year of implementation. Focus group interviews were conducted with groups of 8-10 teachers at each school. Results indicated that schools in their 4th year of restructuring had significantly higher mean ratings on the alternative assessment items than did schools in their 1st year of restructuring. These differences were significant for portfolios and student self-assessments. There were significant, positive correlations between scores on the alternative assessment scale with scores on the pedagogical change and student outcome scales. The qualitative data also suggested an increase in teachers' use of alternative assessment strategies and the development of rubrics to evaluate these assessments. There were more responses indicating changes in assessment among teachers in their 4th year of restructuring than among teachers in the 1st year. The qualitative data further indicated that teachers were concerned with the incompatibility between the alternative, authentic models advocated in the restructuring models and the district and state accountability systems that relied on standardized objective tests.