Student-Engaged Assessment-A Meta-Analysis of EL Assessment Practices

In an era in which standardized tests are receiving increased attention, low-performing schools are often eligible for increased financial and professional support, intended to improve student achievement. Comprehensive School Reform (CSR) models are gaining popularity across the nation, and Expeditionary Learning (EL) is an example of one such model. The meta-analysis examined EL’s Core Practices for Assessment, which guide EL schools in developing and maintaining a balanced assessment program focused on student-engaged assessment, assessment for learning strategies, and effective use of both formative and summative assessment data. The current study captures the collection, analysis, and synthesis of professional materials regarding each of the Core Practices and sub-practices to determine the potential benefits of their implementation. Analysis suggests that education professionals are, in general, in support of student-engaged assessment practices. Limitations and implications are discussed.

Author dc:creator

• Cornue, Joshua

Advisor dc:contributor.advisor

• Townsend, Lee Ann

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/5787

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/5787