Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland.

Firestone, William A.; Mayrowetz, David; Fairman, Janet

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ572861

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-3737

EISSN: N/A

Available Date: N/A

Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland.

Firestone, William A.; Mayrowetz, David; Fairman, Janet

Educational Evaluation and Policy Analysis, v20 n2 p95-113 Sum 1998

To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low-stake assessment, middle school teachers were studied in five districts in Maryland and Maine, with interviews of 82 teachers and administrators. Findings suggest that effects of state testing on teaching may be overrated by both advocates and opponents of such policies. (SLD)

Descriptors: Administrators, Educational Policy, High Stakes Tests, Intermediate Grades, Junior High Schools, Mathematics Instruction, Middle Schools, Performance Based Assessment, Performance Factors, Secondary School Teachers, State Programs, Teaching Methods, Test Use, Testing Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Maine; Maryland

Grant or Contract Numbers: N/A

Author Affiliations: N/A