An investigation of evaluation strategies of language arts teachers

Tilley, Susan Ann Bernadette (1986) An investigation of evaluation strategies of language arts teachers. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (5MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The writer, while employed as either a classroom teacher or as coordinator, was made aware of the confusion existing in the area of evaluation. In her mind, many questions needed answering, including those concerned with how teachers evaluate their students and why they choose the strategies they do. The purpose of this study was to examine questions such as these but also to progress one step further by proposing a plan to help alleviate problems in the area. -- In order to assess practice at a classroom level, the survey presented in Chapter III was carried out. Data on grade four language arts teachers and the strategies they used for student evaluation were collected. The chapter includes a description and analysis of this data. -- In Chapter II the writer reviewed the literature pertaining to the area of evaluation. The chapter follows the logical pattern which emerged during the research of the material. -- The first section examines the roots of evaluation while expounding on the test and measurement movement's influence on its development. -- The second section examines research concerning program evaluation. The writer suggests much information can be utilized from this research and applied to student evaluation in the classroom. -- The third section examines student evaluation. A link is established between yesterday's theory and today's practice. -- This chapter attempts to provide a picture of what research is suggesting should be occurring in student evaluation at the classroom level. -- Chapter II presents what should be occurring in practice, while Chapter III provides a description of "what is". The final two chapters attempt to provide the means by which the "what is" can be converted into the "what should be". -- Chapter IV presents a rationale for the use of inservice to effect this suggested change. The complexity of the change process is described in detail. The necessity of giving this process serious consideration when developing inservice is emphasized. Also, the chapter includes a discussion of what constitutes effective inservice and the importance of agreed upon time-lines for achieving goals. -- Chapter V is an inservice plan for grade four language arts teachers, principals and professional school board personnel. The plan is considered an initial step in attempting to effect change in teachers' methods of evaluating students.

Actions (login required)

View Item