SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
B.5 Was the study informed by, or linked to, an<br />
existing body of empirical and/or theoretical research?<br />
B.6 Which of the following groups were consulted<br />
in working out the aims of the study, or issues to<br />
be addressed in the study?<br />
tion, 1995). Implemented<br />
in the early 1990s, the MSPAP requires students to<br />
develop written responses to<br />
interdisciplinary tasks that require the application<br />
of skills and knowledge to reallife<br />
problems, and it is intended to promote performance-based<br />
instruction and<br />
classroom assessments.<br />
Given the high expectations for performance-based<br />
assessments, the consequences<br />
of the uses and interpretations of the assessments<br />
need to be addressed,<br />
including both (a) negative and positive consequences<br />
and (b) intended and plausible<br />
unintended consequences<br />
Explicitly stated (please specify)<br />
Cronbach, 1988; Koretz, Barron, Mitchell, &<br />
Stecher, 1996; Linn, Baker, & Dunbar, 1991; Messick,<br />
1989; Stevens, 1999; Stevens, Estrada, &<br />
Parkes, 200<br />
(Bryk & Raudenbush, 1992).<br />
None/Not stated<br />
Coding is based on: Reviewers’ inference<br />
B.7 Do authors report how the study was funded? Not stated/unclear (please specify)<br />
B.8 When was the study carried out? Not stated/unclear (please specify)<br />
B.9 What are the study research questions and/or<br />
hypotheses?<br />
Section C: Study Policy or Practice Focus<br />
Implicit (please specify)<br />
The purpose of this study was to examine this issue<br />
with<br />
regard to the MSPAP and to explore the relationship<br />
between (a) changes in<br />
MSPAP test scores for schools and (b) classroom<br />
instruction and assessment practices,<br />
student learning and motivation, students’ and<br />
teachers’ beliefs about and attitudes<br />
toward the MSPAP, and a school characteristic.<br />
Greater external validity<br />
was imparted to interpretations by analyzing data<br />
reflecting different MSPAP subject<br />
areas (mathematics, reading, writing, science, and<br />
social studies) for different<br />
sets of schools.<br />
99