SRI-Teknisk rapport-sen.v13 - DPU

B.5 Was the study informed by, or linked to, an
existing body of empirical and/or theoretical research?
B.6 Which of the following groups were consulted
in working out the aims of the study, or issues to
be addressed in the study?
tion, 1995). Implemented
in the early 1990s, the MSPAP requires students to
develop written responses to
interdisciplinary tasks that require the application
of skills and knowledge to reallife
problems, and it is intended to promote performance-based
instruction and
classroom assessments.
Given the high expectations for performance-based
assessments, the consequences
of the uses and interpretations of the assessments
need to be addressed,
including both (a) negative and positive consequences
and (b) intended and plausible
unintended consequences
Explicitly stated (please specify)
Cronbach, 1988; Koretz, Barron, Mitchell, &
Stecher, 1996; Linn, Baker, & Dunbar, 1991; Messick,
1989; Stevens, 1999; Stevens, Estrada, &
Parkes, 200
(Bryk & Raudenbush, 1992).
None/Not stated
Coding is based on: Reviewers’ inference
B.7 Do authors report how the study was funded? Not stated/unclear (please specify)
B.8 When was the study carried out? Not stated/unclear (please specify)
B.9 What are the study research questions and/or
hypotheses?
Section C: Study Policy or Practice Focus
Implicit (please specify)
The purpose of this study was to examine this issue
with
regard to the MSPAP and to explore the relationship
between (a) changes in
MSPAP test scores for schools and (b) classroom
instruction and assessment practices,
student learning and motivation, students’ and
teachers’ beliefs about and attitudes
toward the MSPAP, and a school characteristic.
Greater external validity
was imparted to interpretations by analyzing data
reflecting different MSPAP subject
areas (mathematics, reading, writing, science, and
social studies) for different
sets of schools.
99