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ERIC Number: ED445091
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Can School District Classroom-Based Assessment Improve Performance on State Tests?
Baenen, Nancy; Dulaney, Chuck
A study was conducted to find ways to identify Wake County, North Carolina, public school students who need additional assistance in the early grades before they would be taking the North Carolina end-of-grade (EOG) tests. Also explored was the focus of assistance, since the EOG tests do not provide diagnostic information at the individual level and are not even very reliable statistically at the individual level. The apparent solution appeared to be the use of classroom profiles developed in the Wake County Public Schools to measure reading, mathematics, and writing. These profiles had been developed with teacher input but without reliability and validity checks, yet their correlation with third-grade EOG tests was determined. The third grade EOG tests were a preliminary to the full EOG tests that follow in later years. Correlations improved with additional teacher training in the profile system. For the 1999-2000 school year, schools were given a combined list of students who might need additional assistance based on the EOG early tests and the profiles. The impression of evaluators is that multiple methods of assessing student mastery of the material that will be on the EOG tests has been a positive, although expensive, addition to student evaluation. Attachments contain the literacy assessment profile, a mathematics observation matrix, and the assessment data capture form developed for the profile system. (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