NotesFAQContact Us
Search Tips
ERIC Number: ED452221
Record Type: RIE
Publication Date: 2000-Feb
Pages: 59
Abstractor: N/A
An Exploratory Analysis of School-Based Student Assessment Systems.
Cromey, Allison; Hanson, Matthew
This study examined the general nature of school-based student assessment in a small sample (five elementary and three middle schools and one high school). It relies on descriptive analyses and the presentation of data obtained during site visits. The schools have been separated into those with well-developed student assessment systems and those that do not have such systems. Schools in the well-developed group were found to be very similar in the general strategies they used to align their standards and curriculum to the multiple student assessments they used. They were also similar in the purposes for which they used student assessment results for instructional decision making and to validate all assessment tools. These schools were serious about committing time and resources to developing teachers' and administrators' capacity to reflect on and use assessment data, and they worked to maximize the efficiency of their assessment systems while recognizing that they would never be finished designing curricula and assessment systems. Schools in the less developed group had made less progress in aligning the various elements of the assessment system and had not articulated a clear purpose for the assessments they used. Appendixes contain the protocols for the teacher and administrator visit interviews, the school findings summaries, and a teaching for mastery teacher outline. (Contains 2 tables, 3 figures, and 23 references.) (SLD)
North Central Regional Educational Laboratory (NCREL), 1900 Spring Road, Suite 300, Oak Brook, IL 60523. Tel: 630-571-4700; Fax: 630-571-4716.
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: North Central Regional Educational Lab., Oak Brook, IL.
Grant or Contract Numbers: N/A
IES Cited: ED506645