ERIC Number: ED471757
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Is State Assessment a Viable Tool for Reflection of Classroom Assessment?
Thompson, Tony; Newsome, Kolouia
North Carolina uses Dimensions of Thinking (Marzano et al., 1988) as a framework to incorporate higher order thinking in their End-of- Course exams. The goal of this research was to explore whether this effort could also help facilitate the inclusion of higher order thinking in the classroom. Based on reviewing state EOC-related documents and interviews with state officials, a modified teacher-friendly version of the state's assessment framework was created for classroom use. In Spring 2002, over 60 teachers "recreated" the EOC test item development process and analyzed their current classroom assessment practices using the framework. Most teachers found the framework useful; however, a variety of problems including lack of time, lack of "fit", a restricted context, and low state expectations all worked against using the framework effectively in the classroom. (Author)
Descriptors: Academic Achievement, Evaluation, High Stakes Tests, Mathematics Education, Secondary Education, Thinking Skills
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.