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ERIC Number: ED435761
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
An Evaluation of Performance Task Instruction in the Classroom.
Howell, Lorrie A.; Brocato, D. Kay; Patterson, Kim; Bridges, Tricia
This study attempted to provide insight into the condition of one Mississippi school district that has engaged in a comprehensive effort toward instructional improvement centering around performance task instruction by examining how teaching with performance units affects several aspects of the instructional program. In the district studied, the Program of Research and Evaluation for Public Schools (PREPS) Integrated Assessment module of staff development, developed by curriculum specialists working with the Mississippi State Department of Education and a representative of the Riverside Publishing Company, was used to train teachers in performance unit construction and teaching strategies. Student achievement data show that when mathematics performance assessment scores and language performance scores are analyzed separately, the hypothesis that performance task instruction would increase scores was not supported. When total performance scores are analyzed, there is a significant improvement in scores for 1999 over those of 1998. Data do not show a relationship between performance assessment scores and core battery scores. Teachers indicated that performance-based instruction and assessment had improved their own performance and student performance overall. The school district has continued its commitment to performance-based instruction and assessment. (Contains 17 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi