Assessment practices in social studies classrooms: results from a longitudinal survey

Abstract

PurposeThe purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA.Design/methodology/approachThis paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers.FindingsThere was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments).Research limitations/implicationsThe lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies.Practical implicationsUsing Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change.Social implicationsThere is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments.Originality/valueStudies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.