Teacher Assessment Conceptions and Practices at an Independent School

Abstract

The study uses quantitative methods to examine teacher assessment conceptions, practices, and the relationship between the two at The Jade Coast Academy. Motivated by observations of highly variable assessment practices at the school, the study aims to measure the ways that assessment conceptions and practices vary at The Jade Coast Academy with attention to significant differences by division, department, and years of teaching experience. Noting several significant differences, the study offers recommendations geared toward increasing institutional coherence in classroom assessment practices.