2003 - Volume 26, Number 2
Editor, David L. Hough, Missouri State University
Middle School Teachers' Preassessment Practices and Curricular/Instructional Modifications
Wendy S. Miner
Truman State University
Amanda Finn
Truman State University | 
Complete Article |
Abstract
Middle schools are driven by the philosophy of ensuring success for all students (Jackson & Davis, 2000). Heterogeneous grouping coupled with success for all students requires teachers to provide appropriate curricular/instructional modifications that meet the diverse intellectual, social, and emotional needs of adolescents. Teachers are expected to use assessment to judge their instructional effectiveness and curricular adequacy (American Federation of Teachers [AFT], National Council on Measurement in Education [NCME], & National Education Association [NEA], 1990). This study examined middle school teachers' preassessment strategies, as well as the types of curricular/instructional modifications teachers make in response to preassessment strategies.
ISSN 1084-8959