what I taught”. Teacher 5 stated, don’t know”. Question 5 asked, students have “I “Do an option on how they are assessed? The teachers unanimously stated that students did not have an option on summative assessments and that they are assessed using traditional testing methods. Question 6 asked, you used an authentic assessment as a “Have summative assessment”? All of the teachers stated yes. The most commonly used in the classroom are projects and performance task, with the use of rubrics. Question 8 asked, your grade level share assessment”? The teachers responded yes. Teacher 7 “Does stated, share them but that does not mean that we all end up giving the same “We assessment. Question 8 asked, do you think drives the curriculum”? Half of the “What teachers responded that it was the CRCT. Teacher 3 responded that teacher knowledge, repetition and explaining why math works drive the curriculum. Teacher 2 felt that it was other states’ curriculum. Question 9 asked, you think the implementation of an “Do authentic assessment as a summative assessment will improve test scores”? All of the math teachers, except one, stated that they felt that the implementation of authentic assessments will improve test scores. Math teacher 6 stated feel it is hard to get the “I students to complete independently. Many students cannot handle application of concepts independently and time prohibits that involved of an assessment.” Other teachers felt the same way concerning the time. Teacher 5 stated, don’t feel that it “I should be used as the only source to measure student knowledge”. Teacher 2 stated, “The one’s that usually score low on test don’t have much motivation on projects either”. A common theme was that the scope and sequence does not allow enough time to implement enough authentic assessments. Teacher 7 felt that if authentic assessments
what I taught”. Teacher 5 stated, “I don’t know”. Question 5 asked, “Do students have an option on how they are assessed? The teachers unanimously stated that students did not have an option on summative assessments and that they are assessed using traditional testing methods. Question 6 asked, “Have you used an authentic assessment as a summative assessment”? All of the teachers stated yes. The most commonly used in the classroom are projects and performance task, with the use of rubrics. Question 8 asked, “Does your grade level share assessment”? The teachers responded yes. Teacher 7 stated, “We share them but that does not mean that we all end up giving the same assessment. Question 8 asked, “What do you think drives the curriculum”? Half of the teachers responded that it was the CRCT. Teacher 3 responded that teacher knowledge, repetition and explaining why math works drive the curriculum. Teacher 2 felt that it was other states’ curriculum. Question 9 asked, “Do you think the implementation of an authentic assessment as a summative assessment will improve test scores”? All of the math teachers, except one, stated that they felt that the implementation of authentic assessments will improve test scores. Math teacher 6 stated “I feel it is hard to get the students to complete independently. Many students cannot handle application of concepts independently and time prohibits that involved of an assessment.” Other teachers felt the same way concerning the time. Teacher 5 stated, “I don’t feel that it should be used as the only source to measure student knowledge”. Teacher 2 stated, “The one’s that usually score low on test don’t have much motivation on projects either”. A common theme was that the scope and sequence does not allow enough time to implement enough authentic assessments. Teacher 7 felt that if authentic assessments
ROBINSON%20FINAL%20FINAL.docx