Evaluating a Practice-Based Model To Develop Successful Alternative Assessments at Instructionally Innovative Elementary Schools.

Autor/inn/en	Penta, Mary Q.; Hudson, Martha B.
Titel	Evaluating a Practice-Based Model To Develop Successful Alternative Assessments at Instructionally Innovative Elementary Schools.
Quelle	(1999), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Assessment; Case Studies; Educational Assessment; Educational Innovation; Educational Practices; Elementary Education; Elementary School Teachers; Evaluation Methods; Magnet Schools; Models; Program Development; Program Evaluation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Education; assessment; Bewertungssystem; Instructional innovation; Bildungsinnovation; Bildungspraxis; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analogiemodell; Programmplanung; Programme evaluation; Programmevaluation
Abstract	This paper describes alternative assessments being used successfully at two elementary magnet schools in North Carolina and summarizes case studies of the assessment development process. Assessments, grade levels, school years, and school districts in the case studies differed, but commonalities in developing the assessments enabled the researchers to adapt a seven-step practice-based model from the SouthEastern Regional Vision for Education (SERVE), the federal education laboratory in their region, to describe the process. In one school, the assessment system was a continuous progress method of evaluating students and communicating information to parents. In the other, the assessment incorporated the multiple intelligences and arts integration aspects of their curriculum. To see if the model might be applicable to other schools, it was used as part of a teacher in-service program on assessment for 30 elementary school teachers and then presented to a second group of teachers at a summer institute. Information from the multiple data sources of this study indicates that the practice-based assessment model derived from the initial case studies is effective for other schools. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC