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ERIC Number: ED451200
Record Type: Non-Journal
Publication Date: 2000
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Meta-Analytic Comparison between the Assigned Academic Achievement Levels of Students Assessed with Either Traditional or Alternative Assessment Techniques.
Christmann, Edwin P.; Badgett, John L.
Louisiana Education Research Journal, v25 n1 p55-65 1999/2000
A meta-analysis was conducted to determine whether there were differences between the assigned academic achievement levels of students who were assessed with traditional methods of assessment and those who were assessed with alternative methods. From the more than 800 studies identified through literature searches, 7 studies, with a total of 5,020 student achievement levels and 15 effect sizes, were selected for the analysis. Findings suggest that efforts to compare the effectiveness of traditional and alternative assessment on academic achievement may be exercises in futility since there was no consensual agreement on the meaning of the term "academic achievement" and there were different connotations for "reliability." However, currently available data suggest a very small, if not trivial, gain for the use of alternative assessment procedures, and given how costly these procedures are, the benefits may not outweigh the costs. (Contains 1 table and 22 references.) (SLD)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A