An Examination of Teachers' Assessment Practices in the United States: Evidence From the TIMSS (Trends in International Mathematics and Science Study)

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-18 - Measurement and Validity in Assessment of Mathematics

Abstract

Utilizing data from the TIMSS teacher questionnaire, this study examines the changing nature of US teachers’ classroom assessment practices in the current environment of increasing accountability pressures. Specifically, three hypotheses are tested: 1) Teachers have increased their use of assessment practice since the enactment of NCLB; 2) Math teachers use more assessment practice than science teachers; and 3) 8th grade teachers use more assessment practice than 4th grade teachers. Using a nationally representative dataset, this study will provide important empirical evidence regarding teachers’ assessment practices and deepen our understanding of how US teachers have changed their assessment practices since the enactment of NCLB in 2001.

Authors

• Hongli Li, Georgia State University

• Kevin Fortner, Georgia State University

• Qi Qin, Georgia State University

• Xiaoxuan Lei, Georgia State University