What Counts in English Class? Selected Findings from a Statewide Study of California High School Teachers.

California high school English language arts teachers (n=467) representing 79 high schools and 49 school districts responded to a survey regarding their classroom assessment practices. A random sampling of 115 teachers completed a follow-up survey that focused on beliefs and values relative to assessment. Research questions were: (1) What are the prevalent assessment practices and beliefs among high school English language arts teachers in California, and to what degree do reported assessment practices conform to the expectations of assessment reform, specifically the use of varied performance assessments, including portfolios, and assessment tools? and (2) Do current assessment practices among English language arts teachers differ according to student characteristics (i.e., grade level, ability level, percent of minority population)? Results showed that assessment activities tend to be a mix of traditional paper and pencil activities and formal writing assignments. Although paper and pencil activities appear to dominate in terms of regular and routine use, writing activities carry more weight when teachers compute course grades. Writing portfolios are not in general use. On the other hand, most teachers indicated the routine use of informal performance assessments (i.e., group and class participation), while 45% assign group products and presentations. Further, expressed teacher beliefs may be more reflective of assessment reform than is reported assessment practice (e.g., rubrics are valued by virtually all respondents, but used by less than half). (Contains 47 references and 11 tables of data; includes copy of the questionnaire.) (TB)