Abstract
This study analyzes one teacher's attempts at innovative assessment practices, and the struggle to implement a meaningful science curriculum in the face of traditional assessment expectations. The interpretations presented focus on three dilemmas influencing teaching practice: maintaining individual student accountability when cooperative group learning is prescribed by the curriculum, evaluating lower-ability students on fixed standards while maintaining a low failure rate, and providing summative grades with limited data on student knowledge. The study highlights the need to provide support for teachers attempting innovative change in teaching practive, and especially, for restructuring current beliefs about the purposes of assessment and grading.
Recommended Citation
Briscoe, Carol
(1994)
"Making the Grade: Perspectives on a Teacher's Assessment Practices,"
Mid-Western Educational Researcher: Vol. 7:
Iss.
4, Article 4.
Available at:
https://scholarworks.bgsu.edu/mwer/vol7/iss4/4
