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ERIC Number: ED430005
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Fairness Issues in Student Exit Performance Assessment.
Hearne, Jill; Klockars, Alan
A standards-based exit policy was implemented in an urban district in the northwestern United States. This paper considers the second year of implementation with a group of 2,581 students in the fifth grade. Of these, 104 were identified as not having the skills to exit fifth grade. Reading achievement as measured by two tests, the Iowa Tests of Basic Skills and the Washington Assessment of Student Learning, was cross tabulated with teacher judgments. There was over 90% correspondence between the two tests, both of which were published by the same company, and there was a high relationship between teacher judgments and student achievement on external measures. Teachers had high validity in making judgments about student learning relative to their performance on external measures, with good agreement for 90% of students. Some reasons for misjudgments about student achievement are discussed, and the need for additional professional development to ensure equity standards-based exit requirements is emphasized. (Contains 3 tables and 28 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills