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ERIC Number: ED442603
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 189
Abstractor: N/A
Reference Count: N/A
Field Test of the "School Study of Writing Instruction": A Self-Study Needs Assessment Instrument. A Product of the Kentucky State Project: Designing Professional Development for Portfolio Improvement. Study of Writing Instruction in Kentucky Schools.
Parrish, Paige; Keyes, Marian; Orletsky, Sandra; Coe, Pamelia; Runge, Claudia; Meehan, Merrill; Whitaker, Julia; Nickell, Margaret; Roberts, Jean; Sallee, Modena; Ladd, Pamela; Caudill, Cathy; Foster, Gaye; Hatton, Sharon; Lewis, Starr; Tolbert, Shannon
One mandate of the Kentucky Education Reform Act of 1990 requires that students develop a writing portfolio. Ultimately, schools must elevate the average performance level of students' portfolios to the benchmark of "proficient." During site visits to 29 schools, 36 indicators were identified that differentiated writing scores and programs in continuously improving and continuously declining schools. The indicators were used to develop a self-study needs assessment instrument called the "School Study of Writing Instruction." Created as a handbook, the instrument enables a school to compare different role groups' perspectives on its writing portfolio program and to use the findings to set priorities and plan program improvements. This report describes the field test of the instrument in 11 schools across Kentucky. Most schools were in rural areas or small towns and served a primarily White population; the schools were otherwise diverse in terms of size, grade level, and Title I eligibility. Of the 10 schools completing the study, 9 found it to be a worthwhile experience that produced some successful outcomes. Steering committee members and principals offered helpful suggestions for improving the handbook. A comparison of schools that were or were not assigned facilitators suggests that facilitator services were highly beneficial. Overall, the instrument was found to be valid and replicable. The potential time investment may temper some faculties' motivation to undertake it, but facilitator assistance could ameliorate this factor. Appendices include parts of the instrument, evaluation materials, and findings for individual schools. (Contains 22 references.) (SV)
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: AEL, Inc., Charleston, WV.; Kentucky State Dept. of Education, Frankfort.
Identifiers - Location: Kentucky