Education Policy Analysis Archives (EPAA)
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Publisher
Arizona State University, University of South Florida
Publication Date
February 2003
Abstract
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. ...
Extent
18
Volume
11
Issue
9
Language
English
Media Type
Journals (Periodicals)
Format
Digital Only
Note
Citation: Meisels, S. J., Atkins-Burnett, S., Xue, Y., Nicholson, J., Bickel, D. D., and Son, S-H. (2003, February 28). Creating a system of accountability: The impact of instructional assessment on elementary children's achievement test scores, Education Policy Analysis Archives, 11(9). Retrieved [Date] from http://epaa.asu.edu/epaa/v11n9/.
Identifier
E11-00307
Creative Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Meisels, Samuel J.; Atkins-Burnett, Sally; Xue, Yange; Nicholson, Julie; and DiPrima Bickel, Donna, "Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children's Achievement Test Scores" (2003). Education Policy Analysis Archives (EPAA). 448.
https://digitalcommons.usf.edu/usf_EPAA/448
