This replication survey research study sought to further understand preservice elementary teachers’ perceptions of assessment tasks they encountered in secondary science coursework. Students are assessed through informal and formal assessments, including close-ended and open-ended questions, through classroom and high-stakes assessments. With great significance placed on high-stakes state assessments, classroom instruction and assessments oftentimes mirror the format of state assessments. The researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory (PATI), to preservice elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding assessment tasks the teacher had more control over, including the alignment of learning with assessments, and transparency of assessments. The research participants’ least positive perceptions were assessment tasks where students had influence over their assessments, including student consultation and diversity in assessments.
","abstract_html":"<p>This replication survey research study sought to further understand preservice elementary teachers’ perceptions of assessment tasks they encountered in secondary science coursework. Students are assessed through informal and formal assessments, including close-ended and open-ended questions, through classroom and high-stakes assessments. With great significance placed on high-stakes state assessments, classroom instruction and assessments oftentimes mirror the format of state assessments. The researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory (PATI), to preservice elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding assessment tasks the teacher had more control over, including the alignment of learning with assessments, and transparency of assessments. The research participants’ least positive perceptions were assessment tasks where students had influence over their assessments, including student consultation and diversity in assessments.<strong></strong></p>","abstract_has_math":false,"creators":["Killingsworth, Allison D"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education","degree_department":null,"school":null,"contributors":["Karen Embry Jenlink, Ed.D.","Patrick Jenlink, Ed.D.","Brandon Fox, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-13T07:00:00Z","date_published":"2017-05-13T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["quantitative","survey","science","perceptions of assessments","Curriculum and Instruction","Educational Leadership","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/111","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karen Embry Jenlink, Ed.D.","Patrick Jenlink, Ed.D.","Brandon Fox, PhD"]},{"key":"dc:creator","label":"Author","values":["Killingsworth, Allison D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["quantitative","survey","science","perceptions of assessments","Curriculum and Instruction","Educational Leadership","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This replication survey research study sought to further understand preservice elementary teachers’ perceptions of assessment tasks they encountered in secondary science coursework. Students are assessed through informal and formal assessments, including close-ended and open-ended questions, through classroom and high-stakes assessments. With great significance placed on high-stakes state assessments, classroom instruction and assessments oftentimes mirror the format of state assessments. The researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory (PATI), to preservice elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding assessment tasks the teacher had more control over, including the alignment of learning with assessments, and transparency of assessments. The research participants’ least positive perceptions were assessment tasks where students had influence over their assessments, including student consultation and diversity in assessments.
"]},{"key":"dc:title","label":"Title","values":["A QUANTITATIVE SURVEY ANALYSIS OF ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF ASSESSMENT TASKS IN SCIENCE COURSEWORK"]}]}],"canonical_facts":{"dc:contributor":["Karen Embry Jenlink, Ed.D.","Patrick Jenlink, Ed.D.","Brandon Fox, PhD"],"dc:creator":["Killingsworth, Allison D"],"dc:date.available":["2017-06-13T07:00:00Z"],"dc:description.abstract":["This replication survey research study sought to further understand preservice elementary teachers’ perceptions of assessment tasks they encountered in secondary science coursework. Students are assessed through informal and formal assessments, including close-ended and open-ended questions, through classroom and high-stakes assessments. With great significance placed on high-stakes state assessments, classroom instruction and assessments oftentimes mirror the format of state assessments. The researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory (PATI), to preservice elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding assessment tasks the teacher had more control over, including the alignment of learning with assessments, and transparency of assessments. The research participants’ least positive perceptions were assessment tasks where students had influence over their assessments, including student consultation and diversity in assessments.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/111"],"dc:subject":["quantitative","survey","science","perceptions of assessments","Curriculum and Instruction","Educational Leadership","Science and Mathematics Education"],"dc:title":["A QUANTITATIVE SURVEY ANALYSIS OF ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF ASSESSMENT TASKS IN SCIENCE COURSEWORK"],"thesis:degree_discipline":["Secondary Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:15Z"}