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ERIC Number: ED464105
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 57
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Complex Academic Performance at the Group Level.
Scarloss, Beth
This study was a secondary analysis of data collected by staff of the Program for Complex Instruction (PCI). The purpose of the larger study was to investigate the effect on learning gains of having students know the content and performance standards on which they will be judged as well as the effect of using evaluation criteria. This study looks at the 39 student groups, a total of 163 sixth graders, involved in the PCI study. The focus was on whether group performance is a valid measure of academic performance at the group level. The groups were heterogeneously composed on the bases of gender, ethnicity, and academic achievement, and they remained stable throughout the course of the focal unit. Groups completed 5 instructional activities in 5 days. All of the teachers were skilled Complex Instruction teachers who had worked with PCI in the past. Regression analysis and correlational findings show that group performance scores are a valid measure of academic performance at the group level. Data show that the group measure is as fair a measure of academic performance as aggregating individual performance. The evidence confirms that group level analysis can be done successfully for conceptual academic concept. Attachments contain scoring rubrics and activity sheets for two group activities. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A