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| Institution | Western Michigan Univ., Kalamazoo. Evaluation Center. |
|---|---|
| Titel | An Independent Evaluation of the Kentucky Instructional Results Information System (KIRIS). |
| Quelle | (1995), (99 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Assessment; Elementary Secondary Education; Evaluation Utilization; Information Systems; Outcomes of Education; Performance Based Assessment; Program Evaluation; Rewards; Sanctions; State Departments of Education; State Standards; Student Evaluation; Test Reliability; Test Validity; Kentucky |
| Abstract | This document contains the executive summary and the detailed report which provide an independent evaluation of Kentucky's new system for assessing student performance, the Kentucky Instructional Results Information System (KIRIS). The summary gauges progress to date, highlights some strengths to be built on and problems to be solved, and provides suggestions for improvement. The main report delineates the information needed to conduct a comprehensive evaluation of the reliability and validity of KIRIS. The evaluation was accomplished through study of technical documentation, reports, newspaper articles, and monographs; observation of KIRIS performance events exercises; interviews with key persons involved in development and implementation; observation of Kentucky educators meetings about KIRIS; and informal discussions with and attitudinal surveys from teachers, parents, principals, superintendents, and district assessment coordinators. In general, it was found that KIRIS was consistent with the requirements set forth by the Kentucky Education Reform Act (KERA) and that most stakeholders had some understanding of the rewards and sanctions component. Although Kentucky educators had been involved in the design and development of KIRIS, some teachers believed that questions on the assessment were written by persons with little or no knowledge of Kentucky. A need was found for much better organization and improved balance of the information generated. Teacher time spent on the assessment was deemed useful and reasonable, but the accountability index was found to be slow in providing teachers with timely feedback. Recommendations are offered about steps that could be taken to address the continuing needs for improvement. Appendices include a listing of the evaluation procedures and sources of evidence, a graphic outline of the system, and a letter responding to a citizen's concern about a particular question on the assessment. (NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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