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dc.contributor.authorMerchant, Stefan
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2019-01-07T19:52:48Z
dc.date.available2019-01-07T19:52:48Z
dc.identifier.urihttp://hdl.handle.net/1974/25903
dc.description.abstractTeachers in all Canadian provinces, and in many jurisdictions around the world, are required to assess elements of student performance other than academic achievement. In Ontario, these assessments are reported in a section of the report card called “Learning Skills and Work Habits” (LSWH). This dissertation examined Ontario secondary teachers’ assessment practice in relation to the LSWH. Empirical data were obtained through interviews, report cards, and an online survey to provide a better understanding of how teachers define, assess, and grade the LSWH. Relationships between LSWH grades and achievement grades, along with gender differences in LSWH grades were also examined. The first study used semi-structured interviews to establish a baseline understanding of teachers’ LSWH assessment practices, and to inform the development of the survey reported in the third study. The second study used Grade 9 and 12 report card grades from two different school districts to establish the dimensionality of the LSWH grades, to find correlations between LSWH grades and achievement, and to examine gender differences in LSWH grades. The third study focused on a single LSWH (self-regulation) and used interview data, report card data from a third district, and survey data to better understand how Ontario secondary teachers conceptualize and operationalize self-regulation. Findings from the three studies indicate a broad range of assessment practices are present in Ontario secondary classrooms, and that teachers make holistic judgements about students’ LSWH and use those judgements to inform their grading decisions. Findings from this research address a critical gap in the classroom assessment literature and are helpful to school systems seeking to improve teachers’ classroom assessment practices.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsAttribution-NonCommercial 3.0 United States*
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/us/*
dc.subjectAssessmenten_US
dc.subjectSelf-regulationen_US
dc.subjectSelf-regulated learningen_US
dc.subject21st Century Skillsen_US
dc.subjectLearning Skillsen_US
dc.subjectWork Habitsen_US
dc.subjectClassroom assessmenten_US
dc.titleAssessing Learning Skills and Work Habits in Ontario Secondary Schoolsen_US
dc.typeThesisen
dc.description.degreeDoctor of Philosophyen_US
dc.contributor.supervisorKlinger, Don
dc.contributor.departmentEducationen_US


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Except where otherwise noted, this item's license is described as Attribution-NonCommercial 3.0 United States