A Norm-Referenced, Performance-Based Mathematics Test Proves To Be Better at Revealing Effects of a Student-Driven Algebra Curriculum.

Autor/inn/en	Lai, Morris K.; Matsumoto, Annette N.; Young, Donald B.; Dougherty, Barbara J.
Titel	A Norm-Referenced, Performance-Based Mathematics Test Proves To Be Better at Revealing Effects of a Student-Driven Algebra Curriculum.
Quelle	(1998), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Achievement Tests; Algebra; High School Students; High Schools; Mathematics Tests; Norm Referenced Tests; Performance Based Assessment; Standardized Tests; Teaching Methods; Test Use; Hawaii + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leistungsermittlung; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Testanwendung
Abstract	The Hawaii Learning Project (HALP) has produced an Algebra I curriculum that stresses student learning through problem solving, communication, connections, development over time, and challenging tasks. The HALP curriculum is used by more than 16,000 students in 13 states. Scores on standardized algebra tests for HALP graduates have been about the same as for students who have gone through a more traditional algebra program, but teachers of HALP students have strongly suggested that their students were doing better than students they had taught with more traditional approaches. Whether a standardized, norm-referenced commercially available test would be sensitive enough to show growth on the part of students using the HALP curriculum was studied. The most promising test available was the Harcourt-Brace GOALS: A Performance Based Measure of Achievement, which also had the advantage of having national norms and being equated scale-wise to the Metropolitan Achievement Test. GOALS scores were obtained from 190 Algebra I HALP students in Hawaii and Mississippi. Results show that this commercial, norm-referenced standardized performance-based test can reveal large gains beyond normative expectation, even though virtually no gains were shown with a more traditional standardized norm-referenced test. It is concluded that to assess the effects of an algebra program that reflects the new paradigm of curriculum recently espoused by the National Council of Teachers of Mathematics, commonly used algebra tests may not be valid. A test like GOALS may better reflect achievement in student-driven curricula. (Contains six tables and five references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC