A First Look: Are Claims for Alternative Assessment Holding Up? Project 3.2: State Accountability Models in Action.

Autor/inn/en	Herman, Joan L.; und weitere
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	A First Look: Are Claims for Alternative Assessment Holding Up? Project 3.2: State Accountability Models in Action.
Quelle	(1994), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Alternative Assessment; Cultural Differences; Educational Assessment; Grade 8; Junior High Schools; Mathematics; Multiple Choice Tests; Performance Based Assessment; Socioeconomic Status; State Programs; Student Attitudes; Test Use; Testing Programs; Urban Schools; California Learning Assessment System + Suchen Sie Ihr Suchwort? Verantwortung; Kultureller Unterschied; Education; assessment; Bewertungssystem; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarstufe I; Mathematik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leistungsermittlung; Socio-economic status; Sozioökonomischer Status; Regierungsprogramm; Schülerverhalten; Testanwendung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	A preliminary investigation has been made of some claims regarding alternative assessment. Using the California Learning Assessment System (CLAS)--Middle Grades Mathematics Performance Assessment as a platform, the study examined how alternative assessment operates in actual practice. Early findings are presented in the following areas: (1) students' approaches to novel open-ended tasks as compared to familiar multiple-choice tasks; (2) student attitudes toward such tasks as compared to familiar multiple-choice tasks; and (3) students' opportunity to learn on the new assessments across cultural background and socioeconomic status. The study sample involved 13 schools with 27 teachers (about 67% from urban schools). Interviews, observations, student surveys, reviews of instructional materials, and student archival data were used. Students appear to understand the approach required by alternative assessment and find the problems interesting and challenging. They tend to express a preference for multiple-choice items. Suburban and nonminority students appear to feel better prepared and to have better access to recent texts. An appendix contains the study instruments. Thirty-nine tables present study findings. (Contains 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC