The Changing Paradigm of Outcomes and Assessment

Manatt, Richard P.

doi:10.1177/105678799300200113

Cited by 8 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Michaels (1988) discussed two waves of reform while Futrell (1989) said that we are entering a fourth wave of reform. Manatt (1993b) identified three waves of reform.…”

Section: Political Compromise-"mentioning

confidence: 99%

“…Manatt Criterion-referenced measuring is a vehicle for making inferences about how much students know at one or more points in time. Manatt (1993b) contended that in order to make such inferences, the following must take place:…”

mentioning

confidence: 99%

“…The New Standards Project at the University of Pittsburgh Learning and Research and Development Center is headed by M. Tucker (an early proponent of national teacher certification) and L. Resnick. The New Standards Project is funded by $2.5 million from the McArthur and Pew Foundations Manatt (1993b). stated that the New Standards researchers, like other proponents of outcomes and assessment reform, believe students should be measured on their progress toward generally accepted standards, not on time spent in school.Tucker stated, "A diploma certifies that you've been there 12 years.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Development of a curriculum model for vocational/technology education

Schnellert

View full text Add to dashboard Cite

The School Improvement Model (SIM) research team, centered in the Research Institute for Studies in Education at Iowa State University, has been very successful in implementing the assessment of outcomes with standards in many school districts. It ensures accountability of students, teachers and administrators (Manatt, 1993a). The success of SIM is-in a large part-due to the planning and direction from a stakeholders' committee. Manatt (1989) further stated that "The stakeholders are cast in the role of clients who want to build a new 'house,' the SIM consultants and technicians are the architects and builders" (p. 5). The philosophy of the SIM model requires key learning points to be teacher-driven with locally made selection. Curriculum alignment in the SIM model uses pre-and post criterion-referenced tests which assures high curriculum density. Recently, curriculum as such has received a great deal of attention. Curriculum alignment has, in part, been called by several different names, such as curriculum renewal, curriculum mapping and curriculum reform; however, the basic emphases have remained the same-that careful measurement of student achievement leads to accountability of all parties (Manatt, 1990; English, 1992; Fullan, 1993). Curriculum alignment is the assurance of continuity between the written curriculum, the taught curriculum and the tested curriculum. Confusion arises when people speak about curriculum. When curriculum is referred to, it might concern any of the following (Harkins, 1992): ... curriculum as found in published documents (pubUshed curriculum); or curriculum that a teacher actually teaches (taught curriculum); or curriculum as measured by test results (tested curriculum); or curriculum the student actually learns (learned curriculum), (p. 56) Many present-day defenders of student achievement would argue there is one main reason that the test results appear so dismal. The claim of the defenders is that

show abstract

“…Michaels (1988) discussed two waves of reform while Futrell (1989) said that we are entering a fourth wave of reform. Manatt (1993b) identified three waves of reform.…”

Section: Political Compromise-"mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Development of a curriculum model for vocational/technology education

Schnellert

View full text Add to dashboard Cite

show abstract

“…With methods of measurement sometimes comes the illusion that the scores themselves are what is important, not the judgment criteria by which the scores must be interpreted and made meaningful for [sound] decision making. (p. 24) Manatt (1993a) maintained that test items must be designed carefully if they are to determine accurately how much students know at any point in t;Lme. Criterion-referenced measures of student mastery provided Figure 6.…”

Section: Testingmentioning

confidence: 99%

Curriculum renewal and achievement assessment via computer management systems in mathematics

Ralph

View full text Add to dashboard Cite

10 8. provide a skills and concepts assessment process; and 9. prepare a manual to serve as a handbook for future development of curriculum driven assessment based upon the SIM research. Basic Assumptions 1. The outcome based approach selected by Gilbert and numerous other districts will persist in spite of the lack of state mandated outcomes. 2. Teachers will select appropriate activities and test items given a properly arranged set of choices. 3. A computer package exists that can manage student performance data which will facilitate formative testing. 4. Gilbert Elementary School is representative of other small districts in its progress toward improved curriculvun alignment and assessment. Delimitation or Scope of Investigation 1. This experiment will be delimited to the Gilbert School District in the school years 1992 to 1994. 2. The study will involve only fifth and sixth grade mathematics. 3. The computer software package will be the Instructional Management Systems Performance Plus^*^ provided by National Computer Systems (NCS) Corporation. 4. The data gathered are limited to mathematics at the fifth and sixth grade levels. 3. The computer software package will be the Instructional Management Systems Performance Plus^'' provided by National Computer Systems (NCS) Corporation. 4. The data gathered are limited to mathematics at the fifth and sixth grade levels. 5. Only conventional instruction and materials used by the Gilbert fifth and sixth grade teachers will be utilized. 6. Formative components will be based on existing summative components from the School Improvement Model and teacher-made and text book items from the Gilbert Elementary School. Definition of Terms Criteria-A standard or test that can be used to judge performance. Criterion-referenced measure-Test items that relate directly to the written objectives of the instructional program. Curriculum alignment-The match between the written, the taught, and tested curriculum. Curriculum assessment-The evaluation of information and material. Curriculum renewal-The process of reviewing a curriculum to determine needed additional material. Formative evaluation-The use of systematic evaluation in the process of curriculum construction, teaching, and learning for the purpose of improving any of the three processes (Bloom et al., 1971, p. 117). 12 Mastery learning-A model of learning in which all students are expected to achieve over time the mastery of predetermined subject matter and skills. Rubric-Scoring or grading or (conceivably) ranking guide for a test.

show abstract

“…As many as 16 national and 17S state-level reports were released for circulation by 1983 (Feir,199S). This large number of reports and the actions taken to impact education have often been refened to as 'waves' (Manatt, 1993;Murphy, 1990;Parker & Parker, 1995;Plank & Ginsberg, 1990). Because of the number of efforts, it is not possible to definitively outline what happened when, with some feeling that the reform efforts have run parallel with each other (Baker & Linn, 1995).…”

Section: Chapter I Introductionmentioning

confidence: 99%

An investigation of the effects of missing data technique selection on student performance results

Putz

View full text Add to dashboard Cite

allowed for a narrowing of focus to useful information. The Need The components of standards-based reform, standards, assessments, and accountability, are the same three components of what has been called the "new educational accountabUity" (Elmore, Abelman, & Fuhrman, 1996). In order to make a "complete" accountability system, Newman, King, and Rigdon (1997) add a fourth component: a body that reviews data, judges against standards, and hands out sanctions and rewards. These systems are increasingly focusing on educational outcome measures, with a primary emphasis on smdent performance (Ebnore, Abelman, & Fuhrman, 1996; Meyer, 1997). With demands on smdent performance data increasing, it is not unreasonable to invest some time addressing the quality of the data. An area of concern in regard to the quality of data in statistical analyses, especially when results are tied to major decisions or policy, is that of missing data (Henry, 1995). Social and behavioral science studies "frequently suffer"" from missing data (Little & Schenker, 1995). The existence of incomplete data in educational research and evaluation is an "undeniable Research Question 7-Posttest by SES Research Question 7 asked whether smdent posttest level of mastery scores on criterion-referenced reading tests would differ between highand low-socioeconomic (SES) students. The research hypothesis addressing this question stated that there would be no significant difference in posttest level of mastery score between high-and low-SES students. Independent t-tests were used to test this hypothesis.

show abstract

The Changing Paradigm of Outcomes and Assessment

Cited by 8 publications

References 2 publications

Development of a curriculum model for vocational/technology education

Development of a curriculum model for vocational/technology education

Curriculum renewal and achievement assessment via computer management systems in mathematics

An investigation of the effects of missing data technique selection on student performance results

Contact Info

Product

Resources

About