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Correnti, Richard; Matsumura, Lindsay Clare; Hamilton, Laura S.; Wang, Elaine – Educational Assessment, 2012
Guided by evidence that teachers contribute to student achievement outcomes, researchers have been reexamining how to study instruction and the classroom opportunities teachers create for students. We describe our experience measuring students' opportunities to develop analytic, text-based writing skills. Utilizing multiple methods of data…
Descriptors: Writing Skills, Skill Development, Educational Opportunities, Educational Quality
Riggan, Matthew; Olah, Leslie Nabors – Educational Assessment, 2011
Promising research on the teaching and learning impact of classroom-embedded formative assessment has spawned interest in a broader array of assessment tools and practices, including interim assessment. Although researchers have begun to explore the impact of interim assessments in the classroom, like other assessment tools and practices, they…
Descriptors: Homework, Student Evaluation, Observation, Formative Evaluation
Young, John W.; Steinberg, Jonathan; Cline, Fred; Stone, Elizabeth; Martiniello, Maria; Ling, Guangming; Cho, Yeonsuk – Educational Assessment, 2010
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were…
Descriptors: Test Validity, English (Second Language), Multilingualism, Bilingualism
Martinez, Jose Felipe; Stecher, Brian; Borko, Hilda – Educational Assessment, 2009
In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship…
Descriptors: Mathematics Achievement, Standardized Tests, Grade 5, Student Evaluation
Finch, Holmes; Barton, Karen; Meyer, Patrick – Educational Assessment, 2009
The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more…
Descriptors: Test Bias, Testing Accommodations, Standardized Tests, Mathematics Tests
Aschbacher, Pamela; Alonzo, Alicia – Educational Assessment, 2006
This article explores the potential of using students' science notebooks to help elementary teachers monitor conceptual understanding. Data came from 25 teachers and their 4th- and 5th-grade students working on a unit on electricity. At the time data were collected, 8 of the teachers had received professional development on science content…
Descriptors: Elementary School Science, Student Journals, Elementary School Teachers, Formative Evaluation
Heritage, Margaret; Niemi, David – Educational Assessment, 2006
This article explores how students' mathematical representations can be used as formative assessments. We introduce a framework for teaching and learning that integrates representations as instructional and assessment tools, and illustrate these uses of student representations with reference to a study conducted with 250 5th-grade students. This…
Descriptors: Formative Evaluation, Teaching Models, Learning, Grade 5