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ERIC Number: ED452216
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 297
Abstractor: N/A
Reference Count: N/A
An Empirical Study of a District Wide K-2 Performance Assessment Program: Teacher Practices, Information Gained, and Use of Assessment Results.
Lanting, Ashley
This study used a qualitative research methodology to examine how four primary teachers used a district literacy performance assessment. Data were collected through observations, interviews, and documents. Grounded theory and NUD*IST software were used for text analysis and theory building. Findings show that a theory-grounded teacher-empowered K-2 performance assessment program accompanied by the school district's low level of interference could interact very well with teachers' high ethical standards on assessments. When the in-service training was voluntary, teachers did not spontaneously practice comprehended portfolio use or students self-assessment, but rather relied on observation and interview. Rubrics seemed to work as conceptual frameworks for data collection and evaluation, and teachers usually grounded their evaluations on evidence. Dimensional scoring and flexible marking across proficiency levels were implemented, and teachers appeared to focus on student strengths. The information obtained from the literacy assessment was criterion referenced and individualized. Teachers did not use normative language when commenting on student performance. Assessment results were generally used to keep track of student performance and to provide remedial teaching, but there seemed to be a gap between assessment results and corresponding pedagogical strategies. It is recommended that performance assessment programs be accompanied by teacher in-service education on repertories of instructional strategies, but it is not clear whether teacher involvement in rubric development and peer discussions would make assessment results more instructionally useful. Eight appendixes contain supplemental material and some of the documents used in the study. (Contains 3 tables and 79 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A