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.

doi:10.1207/s15326977ea0804_1

Cited by 26 publications

(23 citation statements)

References 15 publications

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“…It should be noted that the research project also examined the impact of MSPAP for the other content areas assessed (mathematics, science, and social studies). For results of research in these subject areas see Lane et al (2002), Lane, Parke, Stone, Cerrillo, and Hansen (2000b), and Lane, Parke, Stone, Hansen, and Cerrillo (2000c). 2.…”

Section: Acknowledgementsmentioning

confidence: 99%

“…To evaluate whether standards and assessments are serving their intended purposes, consequential validity studies have been conducted in the past several years (e.g., Firestone, Mayrowetz, & Fairman, 1998;Lane, Parke, & Stone, 2002;Parke et al, 1999;Spillane & Zeuli, 1999;Stecher, Barron, Chun, & Ross, 2000). This aspect of validity evidence examines the impact that the standards and assessments have on curriculum, classroom instruction, and assessment practices, beliefs and attitudes, professional development support, preparation for the assessment, and decision-making.…”

Section: Introductionmentioning

confidence: 99%

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Impact of a state performance assessment program in reading and writing

Parke

Lane

Stone

2006

Educational Research and Evaluation

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The purpose of this research was to examine the impact of the Maryland School Performance Assessment Program (MSPAP) and the Maryland Learning Outcomes (MLOs) in a number of areas including teacher, principal, and student beliefs, classroom practices, and student learning in reading and writing. A statewide sample of 90 elementary and middle schools in Maryland participated in the study. Questionnaires were administered to principals, teachers, and students. Additionally, classroom instruction and assessment materials were collected from teachers, and student performance on MSPAP over 5 years was obtained. Results indicated that principals and teachers tended to be supportive of MSPAP, reading and writing classroom practices were somewhat aligned with the goals of MSPAP, and greater performance gains in reading and writing tended to occur in schools that reported increased use of reform-oriented instruction. The methodology and interpretive outcomes in the study contribute to the growing literature base on the effects of high stakes testing.

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Section: Acknowledgementsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of a state performance assessment program in reading and writing

Parke

Lane

Stone

2006

Educational Research and Evaluation

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“…The authors also used different definitions of teaching to the test, which would need to be reconciled. Others have examined whether teachers have implemented instructional practices that tests have been designed to encourage (Lane, Parke, & Stone, 2002;Yoon & Resnick, 1998), but have concentrated on very specific instructional behaviors associated with a particular test.…”

mentioning

confidence: 99%

Conceptualizing Teaching to the Test Under Standards-Based Reform

Welsh

Eastwood

D’Agostino

2014

Applied Measurement in Education

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Teacher and school accountability systems based on high-stakes tests are ubiquitous throughout the United States and appear to be growing as a catalyst for reform. As a result, educators have increased the proportion of instructional time devoted to test preparation. Although guidelines for what constitutes appropriate and inappropriate test preparation exist, they are outdated and need revision. The current article proposes new guidelines within the framework of standards-based assessment. It also examines the test preparation practices in 32 third-and fifth-grade classrooms and examines the relationship between student test performance and test preparation activities using a two-level Hierarchical Linear Model. Instruction on tested objectives using items like those presented on the state test, decontextualized practice, and teaching test taking skills offered no student achievement benefit relative to general instruction on the state standards leading us to conclude that test preparation was not beneficial.

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“…large-scale portfolio assessments (Koretz et al 1994;Stecher 1998;Koretz 1998) und performance-based assessments (Firestone et al 2000;lane et al 2002). Large-scale portfolio assessments ergänzen die staatlichen Testprogramme durch z.…”

Section: Alternative Leistungsmessungunclassified

Formative Assessment – Ein erfolgversprechendes Konzept zur Reform von Unterricht und Leistungsmessung?

Maier

2010

Z Erziehungswiss

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Zusammenfassung: Traditionelle, auf notengebung und Selektion fokussierte Verfahren der schulischen leistungsmessung stehen aufgrund ihrer negativen effekte auf Schülermotivation und lehr-lernprozesse zunehmend in der Kritik. in der deutschsprachigen, erziehungswissenschaftlichen literatur werden aus diesem grund vor allem alternative Formen der leistungsmessung und -beurteilung, wie z. B. Portfolios oder lerntagebücher diskutiert. in der internationalen literatur findet man hingegen eine wesentlich breitere und stärker empirisch orientierte Diskussion über verschiedenste Verfahren der leistungsmessung mit dem Ziel der Optimierung von lehr-lernprozessen (formative assessment). in diesem theoretischen Beitrag soll der Frage nachgegangen werden, inwiefern eine stärkere Rezeption der Literatur zu formative assessment der deutschsprachigen Diskussion über eine Reform der Leistungsmessung neue Impulse geben könnte.Schlüsselwörter: Formative Leistungsmessung · Leistungsbeurteilung · Pädagogische Diagnostik · Portfolio · Alternative Leistungsmessung · Schülerleistung Abstract: Traditional procedures for measuring school performance, which focus on selection and grading, are being increasingly criticized for their negative effects on pupil motivation, teaching and learning processes. The German academic discussion in the field of education science is subsequently focusing on alternative forms of performance measurement and grading, e.g. using portfolios or learning diaries. international literature shows, in contrast, a broader, more empirically oriented discussion on different forms of performance measurement with the goal of optimizing teaching and learning processes (formative assessment). This theoretical paper will investigate whether a more extensive reception of the literature on formative assessment could give new impulses to the german discussion on reforming performance measurement.

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The Impact of a State Performance-Based Assessment and Accountability Program on Mathematics Instruction and Student Learning: Evidence From Survey Data and School Performance

Cited by 26 publications

References 15 publications

Impact of a state performance assessment program in reading and writing

Impact of a state performance assessment program in reading and writing

Conceptualizing Teaching to the Test Under Standards-Based Reform

Formative Assessment – Ein erfolgversprechendes Konzept zur Reform von Unterricht und Leistungsmessung?

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