ERIC Number: ED446152
Record Type: Non-Journal
Publication Date: 2000-Apr
The Relationship between Changes in MSPAP School Performance over Time and Teacher, Student, and School Factors.
Stone, Clement A.; Lane, Suzanne
The relationship between changes in the scores from Maryland's performance assessment program, the Maryland School Performance Assessment Program (MSPAP) from 1993 to 1998 and classroom instruction and assessment practices, student learning and motivation, students' and teachers' beliefs about and attitudes towards the assessment, and school characteristics was studied. The final study sample consisted of 90 elementary and middle schools. Using growth models estimated within a structural equation modeling (SEM) framework, several factors from each of these dimensions were observed to explain a significant amount of the variability in school performance. These factors as well as the design of evaluations that hope to study the impact of assessment programs on students, teachers, and schools were discussed. Instruction-related variables were found to explain differences in MSPAP performance levels across the subject areas, and for some subject areas, to explain differences in rates of change in MSPAP performance over time. In addition, the perceived impact of MSPAP on instruction/assessment practices was also found to significantly explain either differences in MSPAP performance levels or rates of change over time across the subject areas. Findings suggest that the design of a validity or impact study could be improved by measuring the outcomes chosen for this study concurrently with assessment performance over time. (Contains 3 figures, 3 tables, and 27 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A