ERIC Number: ED378225
Record Type: Non-Journal
Publication Date: 1993-Oct
Reference Count: N/A
Dilemmas and Issues In Implementing Classroom-Based Assessments for Literacy. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices.
Hiebert, Elfrieda H.; Davinroy, Kathryn
Effects of introducing performance-based assessments into the classroom were studied by examining instruction, student learning, and teacher attitudes and practices. As part of the larger study, workshops were conducted with third-grade teachers from three schools engaged in constructing performance assessments of literacy. Data from transcripts of these workshops are the focus of this analysis of issues and dilemmas that arose. The task of embedding assessments like running records and written summaries into the instruction and assessment process elicited quite different responses from teachers. At one school, teachers analyzed and debated all aspects of assessment development and instruction. At another, teachers emphasized specifics and moved quickly to implement the assessments and develop specific instructional techniques and scoring schemes. At the last school, a global perspective on literacy and its assessment created the most dissonance because teachers realized that some of their students did not read very well, and they differed in reacting to this information. Mandated classroom-based assessment should be implemented with an awareness that teacher responses may vary greatly. Two tables present study findings. (Contains 29 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
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.