A Meta-Analytic Comparison between the Assigned Academic Achievement Levels of Students Assessed with Either Traditional or Alternative Assessment Techniques.

Autor/inn/en	Christmann, Edwin P.; Badgett, John L.
Titel	A Meta-Analytic Comparison between the Assigned Academic Achievement Levels of Students Assessed with Either Traditional or Alternative Assessment Techniques.
Quelle	In: Louisiana Education Research Journal, 25 (2000) 1, S.55-65 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Academic Achievement; Comparative Analysis; Educational Assessment; Effect Size; Elementary Secondary Education; Meta Analysis; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Meta-analysis; Metaanalyse; Schulnote; Studentische Bewertung
Abstract	A meta-analysis was conducted to determine whether there were differences between the assigned academic achievement levels of students who were assessed with traditional methods of assessment and those who were assessed with alternative methods. From the more than 800 studies identified through literature searches, 7 studies, with a total of 5,020 student achievement levels and 15 effect sizes, were selected for the analysis. Findings suggest that efforts to compare the effectiveness of traditional and alternative assessment on academic achievement may be exercises in futility since there was no consensual agreement on the meaning of the term "academic achievement" and there were different connotations for "reliability." However, currently available data suggest a very small, if not trivial, gain for the use of alternative assessment procedures, and given how costly these procedures are, the benefits may not outweigh the costs. (Contains 1 table and 22 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC