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ERIC Number: ED482931
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
Measuring Instructional Quality in Accountability Systems: Classroom Assignments and Student Achievement. CSE Technical Report.
Matsumura, Lindsay Clare; Garnier, Helen E.; Pascal, Jenny; Valdes, Rosa
This report describes the technical quality of a measure of the quality of classroom assignments piloted in the Los Angeles Unified School District's proposed new accountability system. The measure was developed by the Center for Research on Evaluation, Standards, and Student Testing (CRESST). For the study, 181 teachers were sampled from 35 schools selected at random. Participating teachers submitted 3 language arts assessments with samples of student work (n=50). Results indicate a fair level of agreement among the raters who scored the assignments and a high level of internal consistency within four dimensions of assignment quality. The stability of the ratings and the number of assignments needed to yield a consistent estimate of quality differed by elementary and secondary school levels. As a group, secondary students who received higher quality assignments produced higher quality written work and scored higher on the reading and language portions of the Stanford Achievement Test, Ninth Edition, adjusted for student background and prior achievement. (Contains 11 tables and 27 references.) (Author/SLD)
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: California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.