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ERIC Number: ED381757
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 33
Abstractor: N/A
Reference Count: N/A
Assessment and Decision Making in Schools: A Cross-Site Analysis. Technical Report No. 614.
Stephens, Diane; And Others
Using a case-study approach, a study sought to describe what assessment looked like in four school districts (two schools per district, two classrooms per school). Interviews were conducted with students, parents, teachers, principals, and central office staff to understand assessment from multiple perspectives. Teachers were interviewed prior to and after three half-days of observation to understand assessment as part of classroom practice. Results indicated that the meanings of particular concepts, such as assessment, curriculum, and accountability, varied significantly across districts. The salient relationship was not the one between assessment and instruction, but rather the relationship of each of these to the decision-making model of the district. Generally, when assessment-as-test did appear to drive instruction, this relationship seemed to be an artifact of a model in which individuals ceded authority for decision making to outsiders. When assessment-as-test did not appear to drive instruction, this relationship seemed to represent a model in which individuals maintained the authority to make decisions within the framework of their individual and collective philosophies. Findings suggest that assessment-as-test does not necessarily drive instruction, and that when assessment-as-test does drive instruction, it does not drive it in a way that might be considered good instruction. (Contains 48 references and a table of data. The interview questions, and the observation and interview coding systems are 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: Center for the Study of Reading, Urbana, IL.