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ERIC Number: ED408332
Record Type: Non-Journal
Publication Date: 1997-Mar-25
Pages: 22
Abstractor: N/A
Reference Count: N/A
Using Multiple Methods of Assessment To Promote District Level Reflection about Instructional Improvement.
Fierros, Edward G.; And Others
A common theme in current school reform efforts is that teachers within schools must become reflective practitioners if they are to become more successful in improving instruction to meet the needs of increasingly diverse populations. In an effort to help schools promote district-level reflection about instructional improvement, Boston College's Center for the Study of Testing, Evaluation, and Educational Policy (Massachusetts) assisted teachers in two urban districts to utilize an assessment approach that relied on multiple methods of gathering information about classroom practice. This approach suggests that schools seek alternative perspectives on the life of schools based on the insights and perspectives of those who are perhaps the most assiduous observers of school and classroom life, students. Survey responses from 1,402 students in one district and 720 in another were analyzed. The paper discusses the four fundamental components of the model: (1) involving practitioners in the design of assessments; (2) employing matrix sampling; (3) using multiple methods of assessment; and (4) involving practitioners in the interpretation of results. It provides examples of each of these key components from two districts. The paper also discusses the relative merits and limitations of using this model to promote district level reflection about instructional improvement. (Contains 21 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A