ERIC Number: ED412249
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Perspectives on the Impact of the 1994 Trial State Assessments: State Assessment Directors, State Mathematics Specialists, and State Reading Specialists.
Hartka, Liz; Stancavage, Fran
This paper is the fourth in a series prepared for the National Academy of Education on the evaluation of the National Assessment of Educational Progress Trial State Assessment (TSA) and the impact of reporting TSA results. This paper provides a perspective on the last of the TSAs, an assessment of fourth-grade reading that was carried out in 44 participating states and territories in February 1994. Results of this TSA were released in a preliminary version in April 1995 and in reports in August and October 1995 and March 1996. A questionnaire about the overall impact of the 1990, 1992, and 1994 TSA assessments was sent to assessment directors and curriculum specialists in all 50 states and the District of Columbia, and 9 case study interviews (in 9 states) were carried out to explore the impact of TSA results. The overall impact of the TSAs has been viewed as generally positive, with about half the states evaluating the TSAs positively, and none evaluating them as having negative overall impact. The case studies made it clear that states are the primary consumers of TSA information, and that the impact of the TSAs, including the 1994 TSA, was greatest in states in which performance was worst. For the 1994 TSA, the impact of the reading assessment seems to have been mediated by the extent to which instruction is subject to local control. Some weaknesses of the TSA program and the 1994 TSA in particular were identified, but overall, the National Assessment of Educational Progress appears to have sustained its perceived value to educators and policymakers in its TSAs. An appendix presents the nine case studies. (Contains 1 figure and 18 tables.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Academy of Education, Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress