Understanding novice teachers' thinking about student assessment

This study captures novice teachers' efforts to mark, grade, and report on the language arts achievement of a fictional grade 8 student named Chris. A lthough it was not mandated, commenting on Chris's work was seen by them as a professional responsibility. Although comments were numerous, relatively few were specific enough to provide guidance in how to improve writing. Gr ading was influenced by the prescribed grading policy, but also the perceiv ed appropriateness of the assessment instruments and by a holistic impressi on participants developed about their particular Chris. Student assessment emerges as a complex process influenced by the teacher, the learner, the le arning environment, and the principles of measurement. Findings from this s tudy suggest that professional knowledge about assessment developed in isol ation from the complex contexts of classrooms will probably remain unconnec ted and underused.