ERIC Number: ED361370
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Balancing Considerations of Equity, Content Quality, and Technical Excellence in Designing, Validating and Implementing Performance Assessments in the Context of Mathematics Instructional Reform: The Experience of the QUASAR Project.
Silver, Edward A.; Lane, Suzanne
Issues of educational equity and quality are explored in the context of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) project, a national educational reform project aimed at fostering and studying the development and implementation of enhanced mathematics instructional programs for students attending middle schools in economically disadvantaged communities. Currently operating at six school sites across the country, QUASAR is based on the premise that current poor mathematical achievement by disadvantaged students is not the result of lack of ability, but rather the result of educational practices that have blocked students from meaningful experiences. Assessment in QUASAR is embedded in the larger project. A major component is the QUASAR Cognitive Assessment Instrument (QCAI), which assesses student performance on open-ended tasks involving mathematical problem solving, reasoning, and communication, with a focus on efforts to obtain content appropriateness, technical measurement quality, and equity. Evidence of the validity of the QCAI for diverse linguistic and cultural groups is reviewed. The experience of QUASAR should be valuable to others interested in program and assessment improvement. One table and two figures illustrate the discussion. An appendix presents general rubric components. (Contains 58 references.) (SLD)
Descriptors: Cognitive Tests, Cultural Differences, Curriculum Development, Curriculum Enrichment, Disadvantaged Youth, Economically Disadvantaged, Educational Assessment, Educational Discrimination, Educational Quality, Educationally Disadvantaged, Elementary School Students, Equal Education, Ethnic Groups, Intermediate Grades, Junior High School Students, Junior High Schools, Mathematics Achievement, Mathematics Instruction, Middle School Students, Middle Schools, Minority Group Children, Performance Based Assessment, Test Use
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: N/A