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ERIC Number: ED410245
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
Sitting Down To Score: Teacher Learning through Assessment.
Falk, Beverly; Ort, Suzanna
This paper contributes to the body of knowledge on new forms of assessment by examining the impact of teacher involvement in the scoring of standards-based performance assessments. Researchers studied 250 of 500 teachers who participated in a New York state project to pilot new state assessment prototypes. The National Center for Restructuring Education, Schools, and Teaching (NCREST) collaborated with the New York State Education Department and other partners to develop new prototypes for the state assessment system that is standards-based. This project, the New York State Goals 2000 New Assessments Project mobilized teams of New York teachers to pilot the developed assessments and to attend scoring conferences to evaluate student work in relation to state standards. Data about 250 scoring conference participants came from observations during scoring sessions, interviews with 30 participants, and an open-ended questionnaire administered to all participants. Data provide strong evidence for how teacher involvement in the use of large-scale standards performance assessments supports teachers' learning about standards, their discipline, their students, and their teaching. It also demonstrates how the process of scoring offers teachers a forum for collaboration and learning from each other. (Contains 1 table and 33 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York