Impact of Instructional Assessment on Elementary Children's Achievement

dc.creator	Samuel J. Meisels
dc.date	2003-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:38Z
dc.date.available	2015-07-20T22:05:38Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/fd2f85f2250a460696298a67d71b8613
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9899
dc.identifier.uri	https://doaj.org/article/fd2f85f2250a460696298a67d71b8613
dc.description	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.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/237
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 9 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Impact of Instructional Assessment on Elementary Children's Achievement
dc.type	Article