ERIC Number: EJ761416
Record Type: Journal
Publication Date: 2002
Reference Count: 2
The Impact of a State Performance-Based Assessment and Accountability Program on Mathematics Instruction and Student Learning: Evidence from Survey Data and School Performance
Lane, Suzanne; Parke, Carol S.; Stone, Clement A.
Educational Assessment, v8 n4 p279-315 2002
The purpose of this study was to examine the impact of the Maryland School Performance Assessment Program (MSPAP) and the Maryland Learning Outcomes (MLOs) on mathematics classroom instruction and assessment practices, professional development, and student learning. The data sources included questionnaires for principals, mathematics teachers, and students, as well as student performance on MSPAP over a 5-year period. Ninety elementary and middle schools in Maryland participated in the study. The results indicate that principals and teachers tended to support MSPAP as a tool for making changes in instruction, teachers were making some positive changes in mathematics instruction because of MSPAP (based on the questionnaire data), and the schools for which teachers reported that MSPAP had a greater impact on their mathematics instruction had greater MSPAP performance gains in mathematics over the 5 years.
Descriptors: Program Effectiveness, Middle Schools, Mathematics Instruction, Performance Tests, Performance Based Assessment, Administrator Attitudes, Student Attitudes, Teacher Attitudes, State Programs, Academic Achievement, Educational Assessment, Educational Indicators, Questionnaires, Elementary Education
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Maryland