SRI-Teknisk rapport-sen.v13 - DPU

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