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Using Oral Reading Rate To Predict Student Performance on Statewide Assessment Tests.
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Crawford, Lindy; Tindal, Gerald; Stieber, Steve – Educational Assessment, 2001
Used a curriculum-based measurement (CBM) of reading aloud from narrative passages to predict performance on statewide achievement tests in reading and mathematics. Results for 51 students (third graders in the second year of the study) provide initial support for the use of timed oral readings to predict students' performance on statewide…
Descriptors: Achievement, Curriculum, Elementary School Students, Oral Reading
From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment
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Goldberg, Gail Lynn; Roswell, Barbara Sherr – Educational Assessment, 2000
Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…
Descriptors: Educational Practices, Elementary Education, Elementary School Teachers, Experience
High School Graduation Testing: Policies and Practices in the Assessment of English Language Learners.
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Rivera, Charlene; Vincent, Carolyn – Educational Assessment, 1997
Reports on a survey of state assessment directors (100% response rate) in 1994 documenting assessment policies and practices concerning English language learners (ELLs) within state assessment systems. In the 1993-94 school year, 17 states required students to pass one or more content-area tests to receive a diploma, testing ELLs in several ways.…
Descriptors: Educational Assessment, Educational Policy, English (Second Language), Exit Examinations
The Impact of a State Performance-Based Assessment and Accountability Program on Mathematics Instruction and Student Learning: Evidence from Survey Data and School Performance
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Lane, Suzanne; Parke, Carol S.; Stone, Clement A. – Educational Assessment, 2002
The purpose of this study was to examine the impact of the Maryland School Performance Assessment Program (MSPAP) and the Maryland Learning Outcomes (MLOs) on mathematics classroom instruction and assessment practices, professional development, and student learning. The data sources included questionnaires for principals, mathematics teachers, and…
Descriptors: Program Effectiveness, Middle Schools, Mathematics Instruction, Performance Tests
Reasoning about Evidence in Portfolios: Cognitive Foundations for Valid and Reliable Assessment.
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Heller, Joan I.; Shiengold, Karen; Myford, Carol M. – Educational Assessment, 1998
Analyses of 10 raters' reasoning during think-aloud interviews provided evidence to support a model of the fundamental processes involved in rating standards-based, nonprescriptive portfolios. This process model provides a framework within which to conceptualize sound-rater reasoning and to identify reasoning that distorts the meaning of scores.…
Descriptors: Elementary Secondary Education, Evaluators, Interviews, Performance Based Assessment
Reliability and Decision Consistency: An Analysis of Writing Mode at Two Times on a Statewide Test.
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Hollenbeck, Keith; Tindal, Gerald; Almond, Patricia – Educational Assessment, 1999
Studied the amount of measurement error in a state's performance-based writing task as it relates to high-stakes decision reproducibility. Using 175 eighth-grade writing samples, the study finds moderate correlations between the two raters' scores, with significant differences for the rates for the handwritten, but not the typed, essays.(SLD)
Descriptors: Decision Making, Error of Measurement, Essay Tests, Grade 8