Policy Effectiveness of Interim Assessments in Providence Public Schools. WCER Working Paper No. 2008-10Report as inadecuate




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Wisconsin Center for Education Research (NJ1)

Many urban districts have adopted interim assessments in recent years as a supplement to annual testing. Possible purposes for such tests include monitoring and assisting student progress, aligning the curriculum, and practicing for state exams, but little is known about how effectively real systems advance these purposes. The Providence Public School District (PPSD) implemented a system of quarterly assessments at every grade starting in 2004 and discontinued them in 2007. During the implementation period, authors interviewed district officials about what they were trying to accomplish, and teachers and other school personnel about their experiences with the assessments and their use of the results. Evidence of effectiveness as well as limitations were found. Uncertainty about the magnitude of positive impacts raised questions about the net value of the assessments given their considerable costs to districts, teachers, and students. The authors conclude that interim assessments are costly, and costs increase if the desired effects on student achievement require significant investments in professional development of teachers. Sound policy, therefore, should be carefully designed and evaluated. Two appendixes are included: (1) Interview Protocol; and (2) Findings from Interviews and Survey. (Contains 3 tables.)

Descriptors: Academic Achievement, Public Schools, Policy Analysis, Cost Effectiveness, Student Evaluation, Intervals, Alignment (Education), Mathematics Achievement, Interviews, School Surveys, School Districts, Evaluation Research, Educational Research, Focus Groups

Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer[at]education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php





Author: Clune, William H.; White, Paula A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4957&id=ED503125







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