{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1449"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1449","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study to Determine Teacher Attitudes Towards Evaluation and Assessment of Students' Progress and the Relationships of Student Grades With the Missouri Mastery and Achievement Test","abstract":"The purpose of this study was to determine teachers' attitudes towards student evaluation and assessment practices in terms of reporting students' grades and testing. The study also investigated correlations and information pertaining to student grades received and percentiles as measured by the Missouri Mastery and Achievement Test of Basic Skills (MMAT). The areas of reading and mathematics for grades two, three, and four were used. Ninety-three teacher survey instruments were analyzed which indicated teachers share concerns in their views as to the MMAT's inability to measure the most critical learning of children. Communication with parents was cited as most important to grading and evaluating students. Teachers addressed inconsistency as a problem in grade determination. A need for more uniform guidelines between both teachers and schools was suggested. The study also found that teachers' feelings towards, and practices concerning, specific letter grades appear contradictory. This may indicate that further investigation of the numbers of students receiving high grades and what the implications of this might mean is warranted.","abstract_html":"The purpose of this study was to determine teachers' attitudes towards student evaluation and assessment practices in terms of reporting students' grades and testing. The study also investigated correlations and information pertaining to student grades received and percentiles as measured by the Missouri Mastery and Achievement Test of Basic Skills (MMAT). The areas of reading and mathematics for grades two, three, and four were used. Ninety-three teacher survey instruments were analyzed which indicated teachers share concerns in their views as to the MMAT's inability to measure the most critical learning of children. Communication with parents was cited as most important to grading and evaluating students. Teachers addressed inconsistency as a problem in grade determination. A need for more uniform guidelines between both teachers and schools was suggested. The study also found that teachers' feelings towards, and practices concerning, specific letter grades appear contradictory. This may indicate that further investigation of the numbers of students receiving high grades and what the implications of this might mean is warranted.","abstract_has_math":false,"creators":["Johnson, Christie"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990-07-01T07:00:00Z","date_published":"1990-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Christie Johnson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/448","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Johnson, Christie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Christie Johnson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/448"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine teachers' attitudes towards student evaluation and assessment practices in terms of reporting students' grades and testing. The study also investigated correlations and information pertaining to student grades received and percentiles as measured by the Missouri Mastery and Achievement Test of Basic Skills (MMAT). The areas of reading and mathematics for grades two, three, and four were used. Ninety-three teacher survey instruments were analyzed which indicated teachers share concerns in their views as to the MMAT's inability to measure the most critical learning of children. Communication with parents was cited as most important to grading and evaluating students. Teachers addressed inconsistency as a problem in grade determination. A need for more uniform guidelines between both teachers and schools was suggested. The study also found that teachers' feelings towards, and practices concerning, specific letter grades appear contradictory. This may indicate that further investigation of the numbers of students receiving high grades and what the implications of this might mean is warranted."]},{"key":"dc:title","label":"Title","values":["A Study to Determine Teacher Attitudes Towards Evaluation and Assessment of Students' Progress and the Relationships of Student Grades With the Missouri Mastery and Achievement Test"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Johnson, Christie"],"dc:description.abstract":["The purpose of this study was to determine teachers' attitudes towards student evaluation and assessment practices in terms of reporting students' grades and testing. The study also investigated correlations and information pertaining to student grades received and percentiles as measured by the Missouri Mastery and Achievement Test of Basic Skills (MMAT). The areas of reading and mathematics for grades two, three, and four were used. Ninety-three teacher survey instruments were analyzed which indicated teachers share concerns in their views as to the MMAT's inability to measure the most critical learning of children. Communication with parents was cited as most important to grading and evaluating students. Teachers addressed inconsistency as a problem in grade determination. A need for more uniform guidelines between both teachers and schools was suggested. The study also found that teachers' feelings towards, and practices concerning, specific letter grades appear contradictory. This may indicate that further investigation of the numbers of students receiving high grades and what the implications of this might mean is warranted."],"dc:identifier":["https://bearworks.missouristate.edu/theses/448"],"dc:rights":["© Christie Johnson"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["A Study to Determine Teacher Attitudes Towards Evaluation and Assessment of Students' Progress and the Relationships of Student Grades With the Missouri Mastery and Achievement Test"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}