Date of Award


Degree Type


Degree Name

Master of Science


Liberal Studies

First Advisor

Peggy L. Tarpley, Ph.D.

Second Advisor

Terry L. Overton, Ed.D.

Third Advisor

Ruth L. Meese, Ph.D.


The purpose of this study was to determine (a) the types of assessment formats that are being used in classrooms today,; (b) if a significant difference exists between general education and special education teachers' choices of assessment formats,; and, (c) if teachers' assessment training background correlated with the number or type of assessment formats chosen. One hundred thirty two middle school general and special education teachers from the state of Virginia were surveyed with a 22-item survey to determine how often each teacher used certain assessment formats in their classrooms.

Results showed that these teachers use a variety of assessment formats within their classrooms . However, the amount of training in assessment did not correlate with the number or types of assessment formats the teachers used. Although no significant difference was found between the five different categories of assessment formats and the type of teacher who uses them, a weak positive correlation was found between the use of a processed-focused assessment format and the amount of assessment training a teacher has received



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.