ERIC Number: EJ780909
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 24
Scaling Up, Scaling Down: Seven Years of Performance Assessment Development in the Nation's Second Largest School District
Niemi, David; Baker, Eva L.; Sylvester, Roxanne M.
Educational Assessment, v12 n3-4 p195-214 Oct 2007
To provide an accurate reading of students' and schools' rates of progress, and to provide cues for instruction, assessment at every level should be connected to explicit learning goals and standards. To show how this requirement can be fulfilled, and how research-based assessment can effectively support learning and instruction, this article summarizes a 7-year performance assessment collaboration between assessment researchers and the nation's second largest school district. The project's success in scaling up empirically tested assessment design models and scoring procedures to a district assessment involving more than 300,000 students per year raises the possibility that high-quality learning-centered assessment may again be a practical option for large-scale assessment and accountability. (Contains 1 figure and 1 table. Ninth-Grade Mathematics Standards Assessment is appended.)
Descriptors: Student Evaluation, Performance Based Assessment, Scaling, Scoring, Partnerships in Education, School Districts, Educational Researchers, Academic Achievement, Models
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Secondary Education
Sponsor: Los Angeles Unified School District, CA.; Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: California