More than an overall score -- upper elementary educators perspectives on assessments for student success

Abstract

This case study examined the current role of summative and formative assessments in upper elementary classrooms with a focus on educators' perspectives and individual experiences. Research has shown that assessments have the potential to be beneficial to educators and students when implemented appropriately. Moreover, when educators are given adequate time to analyze the data that is collected from those assessments. Data was collected from six current upper elementary educators through one-on-one interviews. The conceptual framework used to support this study was created based on seminal research, and the concluding conceptual framework was modified based on the findings of the study, along with the seminal research. The results of this study indicate there is a need for the improvement of current assessment practices, specifically the use of summative assessments. Participants focused on their past and current experiences that have led them to the belief that summative assessments are not beneficial in the day-to-day teaching and learning of student success. This study has the potential to open the doors for communication about assessments and the impact they play in the classroom.