ERIC Number: ED472164
Record Type: RIE
Publication Date: 2003-Jan
The Relationship between Instructional and Classroom Assessment Practices of Elementary Teachers and Student Scores on High-Stakes Tests.
McMillan, James H.
This study sought to determine the relationships between teacher self-reported instructional and classroom assessment practices and scores on a state high-stakes test. Seventy-nine teachers participated. Average mathematics and reading test scale scores of students in each class were used as dependent variables, using a measure of aptitude as a covariate. Overall, there were few relationships, suggesting that many variations in instruction and assessment are related to high achievement. There was some evidence to suggest that use of cooperative learning and small groups, direct teaching, the use of formative assessment, and use of essay tests showed small positive relationships to achievement. Few differences were noted between mathematics and reading. Implications for improving external high-stakes tests are discussed. (Contains 3 tables and 12 references.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A