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ERIC Number: ED390918
Record Type: RIE
Publication Date: 1995-Feb
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of Introducing Classroom Performance Assessments on Student Learning.
Shepard, Lorrie A.; And Others
The effects of performance assessments on student learning were examined in a year-long project to help teachers in 13 third-grade classrooms begin to use performance assessments as part of regular instruction in reading and mathematics. The essential research question was whether students learned more or developed qualitatively different understandings because performance assessments were introduced. Achievement results for the approximately 335 students were compared to the performance of third-grade students in the same schools the year before and to third-grade performance in matched control schools. Researchers worked with the teachers throughout the year to help them develop performance assessments congruent with their own instructional goals. Standardized achievement tests and some items from the Maryland State Department of Education's performance assessment were used to measure achievement. Overall, the predominant finding was one of no difference or no gains in student learning following the year-long effort to introduce performance assessment. Researchers indicated that they saw qualitative changes in performance, but it must be acknowledged that any demonstrated benefits in achievement were small and ephemeral. (Contains 10 tables, 4 figures, and 18 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; Colorado Univ., Boulder.
Identifiers: Maryland School Performance Assessment Program
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).