Reporting School Performance in the Maryland and Kentucky Accountability Systems: What Scores Mean and How They Are Used. State Assessment Series: Maryland/Kentucky Report 2.

Autor/inn/en	Ysseldyke, Jim; Thurlow, Martha; Erickson, Ron; Haigh, John; Moody, Mark; Trimble, Scott; Insko, Bill
Institution	Maryland State Dept. of Education, Baltimore.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Reporting School Performance in the Maryland and Kentucky Accountability Systems: What Scores Mean and How They Are Used. State Assessment Series: Maryland/Kentucky Report 2.
Quelle	(1997), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Disabilities; Educational Assessment; Educational Testing; Elementary Secondary Education; Evaluation Methods; Outcomes of Education; State Programs; Student Evaluation; Student Participation; Test Use; Testing Accommodations; Kentucky; Maryland + Suchen Sie Ihr Suchwort? Verantwortung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testanwendung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report describes how assessments are scored and results are reported in the inclusive assessment and accountability systems in Maryland and Kentucky. Specific topics include: (1) how school performance is reported to the public; (2) what components go into the reported performance of schools; (3) how scores are obtained for students in the regular assessments; (4) how scores are obtained for students who participate in alternate assessment systems; (5) how scores are aggregated from regular and alternate assessment systems; (6) what current issues the assessment programs in both states are facing; and (7) what the plans are for the future. These topics are discussed for each state separately and then the two states are compared. Differences between the two states include the establishment of benchmark performance standards, Maryland's use of test performance in graduation requirements, Maryland's detailed annual report of the performance of each of the local school systems, and Maryland's development of a separate set of academic expectations for students in their alternate assessment programs. Commonalities between the two states are also discussed. An appendix includes a sample of state summary and disaggregated data, and summary data for each school system in Maryland. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879; World Wide Web: http://www.coled.umn. edu/NCEO (document may be copied free of charge, additional print copies $8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC