The purpose of this study was to determine (a) the types of assessment formats that are being used in classrooms today,; (b) if a significant difference exists between general education and special education teachers\u27 choices of assessment formats,; and, (c) if teachers\u27 assessment training background correlated with the number or type of assessment formats chosen. One hundred thirty two middle school general and special education teachers from the state of Virginia were surveyed with a 22-item survey to determine how often each teacher used certain assessment formats in their classrooms.
Results showed that these teachers use a variety of assessment formats within their classrooms . However, the amount of training in assessment did not correlate with the number or types of assessment formats the teachers used. Although no significant difference was found between the five different categories of assessment formats and the type of teacher who uses them, a weak positive correlation was found between the use of a processed-focused assessment format and the amount of assessment training a teacher has receive
