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ERIC Number: ED379635
Record Type: Non-Journal
Publication Date: 1995
Pages: 51
Abstractor: N/A
Reference Count: N/A
Effects of a Statewide Performance Assessment Program on Classroom Instructional Practice in Literacy. Reading Research Report No. 32.
Almasi, Janice F.; And Others
A study examined the effects of statewide performance-based assessment (the Maryland School Performance Assessment Program (MSPAP)) on literacy instruction, administrative support provided to facilitate instructional change, and student and teacher affect in response to change in elementary classrooms. Of the schools in Maryland identified by district-level administrators as making positive instructional changes in literacy in response to the MSPAP, five were selected as research sites due to their disparate approaches to school reform and the diversity of their populations. Information was gathered through semi-structured interviews with building administrators, reading specialists, and teachers in each of the five schools. Primary data sources were triangulated with secondary data sources (i.e., informal conversations with school personnel, state guidelines, school artifacts) and analyzed using constant-comparative methods. Findings revealed that the assessment program did have positive effects on instructional practice, administrative support, and participant affect. (Contains 36 references and five tables of data. A time line of data collection procedures is attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers - Location: Maryland