The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments
The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments
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提供有关绩效评估结构和评分的背景信息的重要性
DOI：
10.1207/s15324818ame1301_1
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发表时间：
2000
影响因子：
1.5
通讯作者：
M. Katzaroff
中科院分区：
文献类型：
--
作者：
L. Fuchs;D. Fuchs;K. Karns;C. Hamlett;S. Dutka;M. Katzaroff
摘要本研究旨在探讨提供学生数学表现评量结构与得分之背景资讯对学生数学表现评量之影响。按年级分层，我们随机分配了16个2年级到4年级的教室到2个条件。在一个条件下，187名学生参加了一个初步的PA，收到了简短的定向的结构和评分的PA，然后采取了第二，交替形式PA。在另一个条件下，182名学生参加了两个交替形式的PA没有干预方向。方差分析显示，学生的先前成就的历史介导的测试明智的培训对PA试验之间的变化的影响：效果是统计学上显着的和戏剧性的，在年级以上的学生，但不为年级以下的学生。高风险的年度测试计划的有效评估的影响进行了讨论。
The purpose of this study was to examine the effects of providing students with background information about the structure and scoring of mathematics performance assessments (PAs). Stratifying by grade, we randomly assigned 16 Grade 2 through Grade 4 classrooms to 2 conditions. In one condition, l87 students took an initial PA, received a brief orientation on the structure and scoring of PAs, and then took a 2nd, alternate-form PA. In the other condition, l82 students took 2 alternate-form PAs with no intervening orientation. Analyses of variance revealed that students' prior achievement histories mediated the effects of the test-wiseness training on the change between PA trials: Effects were statistically significant and dramatic for above- and at-grade level students but not for below-grade level students. Implications for valid assessment within high-stakes annual testing programs are discussed.