Canadian Middle Years Classroom Assessment Practices for Reading: Form, Format and Fidelity

• In Event: Roundtable Session 100
  In Roundtable Session: Current Issues in Classroom Observation and Assessment

Abstract

Issues of curriculum fit in Canadian teachers' classroom grading practices, different notions of "authenticity" or “fidelity” in assessment, and the match between classroom assessment and reading instruction are explored. National questionnaire findings (N=4296) about teachers' classroom grading forms and formats are analyzed for conformity with the precepts of Reader Response Theory as a curriculum philosophy in pan Canadian curricula for English- and French- as-first language arts. Significant differences are apparent by career stage in classroom grading practices.

Authors

• Darryl Milburn Hunter, University of Regina

• Charles M. Mayenga, Assessment Strategies, Inc.