Literaturnachweis - Detailanzeige
| Autor/inn/en | Rolfhus, Eric; Decker, Lauren E.; Brite, Jessica L.; Gregory, Lois |
|---|---|
| Institution | Regional Educational Laboratory Southwest (ED) |
| Titel | A Systematic Comparison of the American Diploma Project English Language Arts College Readiness Standards with those of the ACT, College Board, and Standards for Success. Issues & Answers. REL 2010-086 |
| Quelle | (2010), (62 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | School Readiness; Language Arts; Interrater Reliability; Measures (Individuals); English; State Standards; Comparative Analysis; Alignment (Education); Elementary Secondary Education; Evaluation; Rating Scales; Academic Achievement; Federal Legislation; Teachers; Arizona; Louisiana; New Mexico; Oklahoma; Texas; ACT Assessment |
| Abstract | This study of four national English language arts college readiness standards sets compares content alignment and level of alignment of the standards statements in three comparison sets to a benchmark set, the American Diploma Project (ADP), and analyzes the cognitive complexity of all four sets. Specifically, this report addresses two primary research questions: (1) For what percentage of content statements in the American Diploma Project college readiness standards set (the benchmark) is there a completely or partially aligned content statement in each of the other three sets of comparison standards (ACT, College Board, Standards for Success); and (2) For each standards set what is the distribution of content statements across the four levels of a cognitive complexity (cognitive demand) scale? Standards statements in the comparison sets align completely or partially to varying proportions of the ADP benchmark's 62 standards statements--77 percent for the College Board College Readiness Standards, 68 percent for Standards for Success, and 34 percent for the ACT College Readiness Standards. Only 5 percent of the ADP statements completely align with content in all three comparison sets, a share that rises to 27 percent when partial alignment is also considered. A majority of statements in the four sets (53-68 percent) were rated level 3 on a four-level cognitive complexity scale. Appended to this report are: (1) Methodology; (2) Reviewer Qualifications and Roles and Interrater Reliability; (3) Content Alignment by American Diploma Project Strand; (4) Unaligned Standards Statements from Benchmark and Comparison Standards Sets; (5) Webb's Cognitive Complexity Level Descriptions; (6) Cognitive Complexity by Strand for All Four College Readiness Standards Sets; and (7) Alternate Content Alignment Methodologies. (Contains 1 box, 11 figures, 22 tables, and 12 notes.) (ERIC). |
| Anmerkungen | Regional Educational Laboratory Southwest. Available from: Edvance Research. 9901 IH-10 West Suite 700, San Antonio, TX 78230. Tel: 877-338-2623; Fax: 210-558-4183; e-mail: tassistance@edvanceresearch.com; Web site: http://edlabs.ed.gov/RELSouthwest |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
