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This study investigated teachers’ perceptions of this accountability framework, focusing on beliefs and classroom practices regarding the use of provincial assessment results in final grading and instruction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-large-scale-assessment-scores-to-determine-student-grades/595562/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-large-scale-assessment-scores-to-determine-student-grades/595562.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do many Canadian provinces use large-scale assessment scores in determining final grades?","Question",{"text":63,"@type":64},"They apply guidelines that combine a percentage of students’ scores from provincial large-scale assessments with term scores to compute final course grades.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the study find about teachers’ support for using large-scale assessment results for grading?",{"text":68,"@type":64},"Teachers did not fully endorse the practice; they reported applying the guidelines while adjusting students’ scores as needed to ensure everyone received at least a passing grade.",{"name":70,"@type":61,"acceptedAnswer":71},"How did teachers use large-scale assessment materials beyond grading?",{"text":72,"@type":64},"They drew on the large-scale assessment instrument to guide their instruction and evaluation practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595562,1792171373,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Using Large-Scale Assessment Scores to Determine Student Grades  \nTess Miller  \nUniversity of Prince Edward Island  \nAbstract  \nMany Canadian provinces provide guidelines for teachers to determine students’final grades by combining a percentage of students’ scores from provincial large-scale assessments with their term scores. This practice is thought to hold students accountable by motivating them to put effort into completing the large-scale assessment, thereby generating a more accurate assessment of their ability. This study examined teachers’perceptions of the accountability framework underpinning large-scale assessments—in particular, teachers’beliefs and practices related to using students’provincial assessment scores to determine final grades. Questionnaires were distributed to teachers and follow-up interviews were conducted. Findings revealed that teachers did not entirely endorse the practice of using large-scale assessment results to determine student grades; instead, they appeared to be applying the guidelines while at the same time tweaking students’ scores as needed to ensure everyone received a passing grade (i.e., at least 50%) in their course. Further, teachers were drawing from the large-scale assessment instrument to guide their instruction.  \nKeywords: Large-scale assessment, accountability, grade 9 mathematics, student grades  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nPrécis  \nPlusieurs provinces canadiennes fournissent des lignes directrices aux enseignants afin qu’ils intègrent un pourcentage du résultat des élèves à des évaluations provinciales à grande échelle à celui de la cession en cours, pour déterminer les notes finales. Cette pratique a été examinée, de même que d’autres pratiques d’enseignants pour lesquelles l’évaluation à grande échelle influençait l’enseignement. Des questionnaires ont été distribués aux enseignants, et des entrevues de suivi ont été menées. Les résultats ont révélé que lesenseignants ne souscrivaient pas entièrement à la pratique, mais semblaient appliquer les lignes directrices, tout en peaufinant les résultats des élèves, selon les besoins, afin que tous reçoivent au moins la note de passage (50 %) dans leurs cours. En outre, les enseignants s’inspiraient de l’instrument d’évaluation à grande échelle dans l’orientation deleurs pratiques d’enseignement et d’évaluation.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe primary purpose of large-scale assessments is to promote student achievement by holding accountable those responsible for educating students (Chudowsky & Pellegrino, 2003; Decker & Bolt, 2008; Klinger, Rogers, Miller, & DeLuca, 2008; Klinger, DeLuca,& Miller, 2008). Typically, school boards, schools, and teachers are the key stakeholders in this accountability framework, but more recently, students have been drawn in as well. In some provinces (e.g., Alberta, Newfoundland & Labrador, Ontario, and Prince Edward Island), school boards mandate guidelines that call for incorporating a percentage of students’ criterion-referenced, large-scale assessment (LSA) score with their overall grade in a course. This practice is thought to hold students accountable by motivating them to put effort into completing the LSAs, thereby generating a more accurate assessment of their abilities (van Barneveld & Brinson, 2011). For instance, in British Columbia (BC), the Grade 10 and 11 provincial assessments in core subjects must be included as 20% of students’ grades (BC Ministry of Education, 2004), and in Prince Edward Island (PE) teachers were required to include scores from the Grade 9 provincial mathematics assessment as 10% of their students’ grades (PE Department of Education and Early Childhood Development, 2010). In other jur","cbCaiko8iZ6N0zae","https://ap.wps.com/l/cbCaiko8iZ6N0zae","pdf",335963,37,"English","# Abstract\n# Précis\n# Introduction\n# Research focus on validity and use","[{\"question\":\"How do many Canadian provinces use large-scale assessment scores in determining final grades?\",\"answer\":\"They apply guidelines that combine a percentage of students’ scores from provincial large-scale assessments with term scores to compute final course grades.\"},{\"question\":\"What did the study find about teachers’ support for using large-scale assessment results for grading?\",\"answer\":\"Teachers did not fully endorse the practice; they reported applying the guidelines while adjusting students’ scores as needed to ensure everyone received at least a passing grade.\"},{\"question\":\"How did teachers use large-scale assessment materials beyond grading?\",\"answer\":\"They drew on the large-scale assessment instrument to guide their instruction and evaluation practices.\"}]","Using Large-Scale Assessment Scores to Determine Student Grades | PDF",1792081387,93]