SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
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F.3 What do the author(s) conclude about the<br />
findings of the study?<br />
106<br />
2000). Given the question<br />
“How often did you work on tasks like those on the<br />
MSPAP?” students may have<br />
been focusing on the recent MSPAP test preparation<br />
activities. Thus, perhaps<br />
lower performing schools use more MSPAP-like<br />
formatted tasks in test preparation<br />
activities than those used by higher performing<br />
schools. Another possible explanation<br />
is that given the question “How often did you work<br />
on tasks like those<br />
on the MSPAP?” students may have been focusing on<br />
the format of MSPAP tasks<br />
and not on the learning outcomes reflected in the<br />
tasks. If so, lower performing<br />
schools may have been more likely to use more<br />
MSPAP-like formatted tasks than<br />
those used by higher performing schools. Schools<br />
performing at higher levels may<br />
be more successful at reflecting the science learning<br />
outcomes in a variety of<br />
reform-oriented problem formats. The finding of a<br />
similar negative effect for<br />
social studies substantiates the direction of the<br />
MSPAP-like Instruction effect.<br />
Finally, teacher perceptions of the degree of MSPAP<br />
Impact on classroom<br />
reading and writing activities was found to explain<br />
significantly the variability in<br />
1997 reading and writing performance. The direction<br />
of the effect indicates that<br />
an increased perceived impact of the MSPAP was<br />
associated with increased levels<br />
in 1997 MSPAP reading and writing performance.<br />
Details<br />
Teacher reports for some instruction-related predictors<br />
(Current Instruction or<br />
Reform-Oriented Tasks) were found to explain<br />
differences in MSPAP performance<br />
levels in all subject areas except social studies. In<br />
addition, the Reform-<br />
Oriented Tasks dimension was found to explain<br />
differences in rates of change in<br />
MSPAP performance with time for reading and<br />
writing. Finally, the perceived<br />
general impact of the MSPAP on instruction and<br />
assessment practices was found<br />
to explain either differences in MSPAP performance<br />
levels or rates of change with<br />
time across all subject areas except Social Studies.<br />
On the basis of the same set of<br />
questionnaires, other analyses have also suggested<br />
that classroom instruction and<br />
assessment practices have changed with time with