Impact of Instructional Assessment on Elementary Children's Achievement

Autores/as

  • Samuel J. Meisels Erikson Institute

DOI:

https://doi.org/10.14507/epaa.v11n9.2003

Palabras clave:

Iowa Tests of Basic Skills, Work Sampling System, Elementary Education

Resumen

This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.

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Biografía del autor/a

Samuel J. Meisels, Erikson Institute

Samuel J. Meisels is president of the Erikson Insititute. An emeritus professor of education at the University of Michigan, Dr. Meisels's research concerns the development of alternative assessments from birth through grade 5, policy studies of early intervention, and research regarding the developmental consequences of high risk birth. He has co-authored The Handbook of Early Intervention, the “Work Sampling System,” and the “Early Screening Inventory-Revised,” among many other publications.

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Publicado

2003-02-28

Cómo citar

Meisels, S. J. (2003). Impact of Instructional Assessment on Elementary Children’s Achievement. Archivos Analíticos De Políticas Educativas, 11, 9. https://doi.org/10.14507/epaa.v11n9.2003

Número

Vol. 11 (2003)

Sección

Articles