ERIC Number: ED405365
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Perceived Effects of the Kentucky Instructional Results Information System (KIRIS).
Koretz, Daniel M.; And Others
In 1994, as part of an ongoing study of the quality and effects of large-scale educational assessments, RAND began a series of studies of Kentucky's assessment, the Kentucky Instructional Results Information System (KIRIS). KIRIS is a cornerstone of Kentucky's education reform program. It exemplifies several key themes of current assessment-based reform in that it relies largely on performance assessment, measures student achievement against standards for expected performance, and is a high-stakes assessment with consequences for educators and schools. This report presents the results of part of the RAND effort, its surveys of random representative samples of fourth-gradee teachers, eighth-grade mathematics teachers, and fourth- and eighth-grade principals across Kentucky. These educators responded about their views of the program, the changes they had made in instruction, assessment, and school management in response to the program, the methods they used to prepare students for KIRIS, and their implementation of classroom-based portfolio assessment. Interviews were completed with 115 principals and 216 teachers, and mail surveys were collected from 209 teachers. Results show that teachers and principals are generally rather positive about the program, although many have reservations, and most agree that the program has caused stress. Teachers were about evenly divided over a fundamental tenet of the program: that all students can learn to a high level. Educators voiced positive and negative views of the KIRIS, but they acknowledged its impact. (Contains 20 tables and 20 references.) (SLD)
Descriptors: Academic Achievement, Administrator Attitudes, Educational Assessment, Educational Change, Elementary Secondary Education, High Stakes Tests, Performance Based Assessment, Portfolio Assessment, Portfolios (Background Materials), Principals, Standards, State Programs, Surveys, Teacher Attitudes, Teachers, Testing Programs
Distribution Services, RAND, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138; fax: 310-451-6915; e-mail: email@example.com.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.; Ford Foundation, New York, NY.
Authoring Institution: Rand Corp., Santa Monica, CA. Inst. on Education and Training.