Keeping up the Pace: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire's Innovative Assessment System

Autor/inn/en	Perez, Alexandra Lane; Evans, Carla
Titel	Keeping up the Pace: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire's Innovative Assessment System
Quelle	In: Applied Measurement in Education, 36 (2023) 2, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2023.2201700
Schlagwörter	Grade 8; Competency Based Education; Evaluation Methods; Educational Innovation; Statistical Analysis; Academic Achievement; State Programs; Performance Based Assessment; Accountability; Student Characteristics; Program Evaluation; New Hampshire + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Instructional innovation; Bildungsinnovation; Statistische Analyse; Schulleistung; Regierungsprogramm; Leistungsermittlung; Verantwortung; Programme evaluation; Programmevaluation
Abstract	New Hampshire's Performance Assessment of Competency Education (PACE) innovative assessment system uses student scores from classroom performance assessments as well as other classroom tests for school accountability purposes. One concern is that not having annual state testing may incentivize schools and teachers away from teaching the breadth of the state content standards. This study examined the effects of PACE on Grade 8 test scores after 5 years of implementation using propensity score matching followed by hierarchical linear modeling. The results suggest that PACE students perform about the same, on average, in mathematics and ELA as non-PACE students on the state assessment. There was no evidence of differential effects for students who had an individualized education program or were granted FRL. Findings for this limited sample suggest schools and teachers did not sacrifice the breadth of students' opportunity to learn the state content standards while piloting a state performance assessment reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01