摘要：Many Canadian provinces provide guidelines for teachers to incorporate a percentage of students’ score from provincial large-scale assessments with students’ term score to determine final grades. This practice was examined as well as other ways teachers in which large-scale assessment was influencing teaching. Questionnaires were distributed to teachers and follow-up interviews were conducted. Findings revealed that teachers do not entirely endorse the practice but appeared to be applying the guideline while at the same time tweaking student scores as needed to ensure all students receive a passing grade (50%) in their course. Further, teachers were drawing from the large-scale assessment instrument to guide their instruction and assessment practices.
