The purpose of this study was to investigate teachers' perceptions of the impact of alternate assessments based on alternate achievement standards (AA-AAS). We used a survey of 401 teachers from three states to probe teacher perspectives across a wide range of topics. Our study found teacher perceptions were more universal than state specific. The…

The Alabama High School Graduation Examination (AHSGE) was given to eleventh graders for the first time in October 1983. In April, 1983, an instructional validity survey was conducted concurrently with the piloting of the AHSGE to determine if seventh, eighth, ninth, and tenth grade students were being taught the skills tested on the AHSGE.…

A study was undertaken to examine the traditional method of evaluating teachers, the multiple-evidence approach used by the University of Georgia's field-based preservice secondary English education program and by the Georgia Department of Education. The study sought to evaluate the instruments used by the university to measure prospective…

The extent to which the instruction, assessment, and Maryland School Performance Assessment Program (MSPAP) test preparation activities of language arts teachers aligned with the Maryland Learning Outcomes (MLOs) and the reading and writing tasks on the MSPAP was studied in the 1996-97 school year. The reading and writing activities of 280…

This study examines the underlying structure of the teacher language arts and science questionnaires from a project studying the impact of the Maryland School Performance Assessment Program (MSPAP). The dimensions of the questionnaire concerning practices and attitudes related to the MSPAP were studied, as well as the extent to which the on-grade…