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ERIC Number: ED420670
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 54
Abstractor: N/A
Reference Count: N/A
Perception and Practice: The Impact of Teachers' Scoring Experience on Performance-Based Instruction and Classroom Assessment.
Goldberg, Gail Lynn; Roswell, Barbara Sherr
Teachers' reactions to the administration and scoring of the Maryland School Performance Assessment Program tests (MSPAP) were studied, focusing on their direct and indirect exposure to tasks and evaluative criteria through the experience of scoring the MSPAP. Since its inception in 1991, the MSPAP has been scored in-state by certified teachers from Maryland. Many teachers have identified the opportunity to score the MSPAP as an opportunity for professional development and a chance to familiarize themselves with the test and its objectives. About 50 teachers from Charles County (Maryland) completed questionnaires about the impact of scoring the MSPAP on their teaching and their perceptions of how the MSPAP is integrated into their own and their colleagues' instructional practices. Twelve Charles County teachers (experienced scorers) from four different schools were also interviewed about the impact of MSPAP. Almost without exception, teachers endorsed the scoring experience as one that galvanized them and made them more reflective, critical, and deliberate. Thanks largely to their scoring experience, they perceived their own classroom activities as more likely to elicit writing for varied and coherent purposes, to integrate content, and to cue for higher order thinking. However, teachers note that the scoring experience does not provide them with a well-grounded understanding of performance assessment. This finding supports the view that tests alone will not result in improved instruction overall without well-planned staff development. An appendix contains sample interview questions. (Contains 14 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A