NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED474625
Record Type: Non-Journal
Publication Date: 2002-Oct-3
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Alignment of State Standards and Assessments in Elementary Reading. CIERA Report.
Wixson, Karen K.; Fisk, Maria Chesley; Dutro, Elizabeth; McDaniel, Julie
A study examined the alignment between state standards and assessments in elementary reading. The impetus for the study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of achievement of state standards. Concerns about alignment arose from the context surrounding Title I legislation. The sample for the survey of the alignment of state standards and assessments in elementary reading comprised all 50 states and the District of Columbia. Data were collected in late 1998 and early 1999. Criteria for evaluation originally developed for math and science were adapted for this study. Results were categorized according to current status, characteristics of standards and assessments program, and alignment. Several state case studies are presented. Findings suggest that the issue of alignment between state standards and assessment in elementary reading is more complex than it appears at first glance and that it means different things in different states. Appended are the interview protocol, sample coding sheet, cognitive levels rubric, and structure of knowledge rubric. (Contains 1 figure, 20 tables, and 6 references.) (NKA)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229; Web site: http://www.ciera.org. For full text: http://www.ciera.org/library/reports/inquiry-3/3-024/3-024.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.