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ERIC Number: ED426070
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 93
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing.
Stecher, Brian M.; Barron, Sheila; Kaganoff, Tessa; Goodwin, Joy
This report is part of a multi-year project to examine the effects of standards-based assessment reform on schools and classrooms. During the past year, the project investigated school and classroom effects of assessment reforms in the state of Kentucky, a state that has been at the forefront of the standards-based assessment movement. This report presents the results of a series of surveys of the impact of the Kentucky Instructional Results Information System (KIRIS) on curriculum and instruction in mathematics in grades 5 and 8 and in writing in grades 4 and 7. Teachers' self-reports (n=approximately 400) indicated substantial changes in classroom practices in response to the Kentucky Education Reform Act and KIRIS. KIRIS, in particular, has had a major influence on instructional behavior according to teachers. However, there were no consistent associations between reports of specific teaching practices or changes in practice during the past 3 years and biennial KIRIS gains. (Contains 2 figures, 31 tables, and 15 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Laws, Policies, & Programs: Kentucky Education Reform Act 1990