ERIC Number: ED362549
Record Type: Non-Journal
Publication Date: 1993-Jul
Reference Count: N/A
Report on Performance Standards in Mathematics and English: Results from the New Standards Project, Big Sky Scoring Conference. Project 2.3: Complex Performance Assessments: Expanding the Scope and Approaches to Assessment.
Resnick, Lauren; And Others
The New Standards Project (NSP) is an effort to create a state- and district-based assessment and professional development system to serve as a catalyst for major educational reform. As part of a professional development strategy tied to assessment, 114 teachers, curriculum supervisors, and assessment directors, representing 23 states and districts, met in Big Sky (Montana) on June 27 through July 1, 1992, to refine rubrics and procedures and score student responses from the spring 1992 field test of mathematics and English language arts performance tasks administered to close to 10,000 fourth graders in partner states and districts. Inter-scorer reliability estimates for reading and writing tasks were in the moderate range, below levels achieved with the use of large-scale writing assessments or standardized tests. Low reliability limits the use of these scores for making judgments about student performance or educational programs. Inter-scorer reliability for mathematics was somewhat higher, and levels were acceptable for six of seven tasks. Use of anaholistic and holistic scoring methods resulted in different scores for the same student response. The anaholistic "sum" was most similar to the holistic rating. Analysis of this pilot data does provide some direction for refinement and revision of tasks, rubrics, and scorer training. Findings are presented in 23 tables. (SLD)
Descriptors: Academic Standards, Educational Assessment, Educational Change, Elementary Secondary Education, English, Estimation (Mathematics), Field Studies, Holistic Evaluation, Interrater Reliability, Language Arts, Language Tests, Mathematics Tests, Performance Based Assessment, Professional Development, School Districts, Scoring, Standardized Tests, Student Evaluation, Tables (Data), Test Construction, Test Reliability, Writing Evaluation
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; Pittsburgh Univ., PA. Learning Research and Development Center.