Developing Indicators of Classroom Practice To Monitor and Support School Reform. CSE Technical Report.

Autor/in	Aschbacher, Pamela R.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Developing Indicators of Classroom Practice To Monitor and Support School Reform. CSE Technical Report.
Quelle	(1999), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Change; Educational Indicators; Educational Practices; Elementary School Teachers; Middle School Teachers; Middle Schools; Primary Education; School Restructuring; Scoring Rubrics; Student Evaluation; Urban Schools + Suchen Sie Ihr Suchwort? Bildungsreform; Educational indicato; Bildungsindikator; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Primarbereich; Schulreformplan; Schulumwandlung; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report describes the development of indicators of classroom practice for monitoring and improving the quality of school reforms. The work entailed development of a rubric to rate key factors of classroom practice based on assignments and samples of student work. This approach was used to describe the intellectual challenge of class assignments, the alignment of tasks with learning goals and grading criteria, clarity of criteria for success, and provision of informative feedback to students. It also compared teacher judgments of student work with external rate judgments using a school district's standards-based rubric. Twenty-four teachers from elementary and middle schools contributed 136 student assignments. The study demonstrated use of this methodology within an evaluation of a complex urban reform initiative. Inferences from the data were analyzed for their technical quality and usefulness. Overall, the technical quality of the approach was reasonable, but anchor papers have been selected and the rubric refined to improve future generalizability. The indicators show promise for use in school or district self-evaluation efforts, not only in monitoring progress, but in identifying areas for administrative attention, professional development, and teacher reflection. Appendixes contain the elementary student work/teacher assignment notebook, a language arts scoring rubric, the teacher interview protocol, and class assignment paper summaries. (Contains 19 tables, 5 figures, and 28 references.) (Author/SLD)
Anmerkungen	Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California at Los Angeles, 300 Charles E. Young Dr. North, Los Angeles, CA 90095-1522 ($7.50). Tel: 310-266-1532. For full text: http://www.cse.ucla.edu/CRESST/Reports/TECH513.PDF.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC