From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-Based Instruction and Classroom Assessment
Titel:
From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-Based Instruction and Classroom Assessment
Auteur:
Goldberg, Gail Lynn Roswell, Barbara Sherr
Verschenen in:
Educational assessment
Paginering:
Jaargang 6 (2000) nr. 4 pagina's 257-290
Jaar:
2000-08-01
Inhoud:
Proponents of performance assessment often cite its potential to drive instructional reform. This has been the case with the Maryland School Performance Assessment Program, a battery of performance tasks administered annually to students in Grades 3, 5, and 8. Particularly because student responses to these tasks are scored in-state each summer by nearly 700 teachers, the scoring experience is regarded as a critical opportunity for professional development in support of such reform. As one means of examining the consequential validity of performance assessment, this study investigates the impact of the scoring experience on teachers' instructional and classroom assessment practice. Although teachers almost unanimously endorse the value of scoring, our analysis of interview data, questionnaires, classroom observation, and classroom artifacts demonstrates that their appropriation of performance-based instruction may be superficial and incomplete. From this study of a cadre of teacher-scorers comes a tempering of claims for the scoring experience as well as insights into the kinds of support needed to engender real and sustained changes in teaching and learning.
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