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Teacher Perspectives of the Impact and Validity of the Mt. Diablo Third Grade-Curriculum-Based Alternative Assessment of Mathematics (CBAAM).

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Bibliographic Details
Title: Teacher Perspectives of the Impact and Validity of the Mt. Diablo Third Grade-Curriculum-Based Alternative Assessment of Mathematics (CBAAM).
Language: English
Authors: Ryan, Peter, Far West Lab. for Educational Research and Development, San Francisco, CA.
Peer Reviewed: N
Page Count: 101
Publication Date: 1994
Sponsoring Agency: California Assessment Collaborative, San Francisco.
Document Type: Reports - Research
Descriptors: Alternative Assessment, Curriculum Development, Educational Assessment, Educational Change, Elementary School Teachers, Evaluation Methods, Grade 3, Learning, Mathematics Tests, Performance Based Assessment, Primary Education, Program Implementation, Teacher Attitudes, Test Construction, Test Use, Validity
Geographic Terms: California
Abstract: The new "Mathematics Framework for California Public Schools" identifies complex instructional activities and student performance, and requires new assessment methods to reveal that performance. One of the goals of the California Assessment Collaborative (CAC) is to study the effects of local assessment development and implementation efforts on teaching and learning. This report describes how one local CAC mathematics assessment initiative connects with the statewide curriculum reform and impacts what occurs in the classroom. The Mt. Diablo Curriculum-Based Alternative Assessment of Mathematics (CBAAM) was the program examined through interviews of 59 third-grade teachers. Their responses made it clear that the CBAAM had profound short-term effects on teaching and learning. Teachers resequenced content, introduced new content, and emphasized instructional processes as a result of the CBAAM. Evidence also suggests that there will be substantial long-term impact. Two tables present study findings. Two appendixes supplement the report with a student booklet from the 1994 Curriculum-Based Alternative Assessment of Math, the third grade survey letter, and interview guiding questions. (Contains 18 references.) (SLD)
Entry Date: 1995
Accession Number: ED384612
Database: ERIC
Description
Abstract:The new "Mathematics Framework for California Public Schools" identifies complex instructional activities and student performance, and requires new assessment methods to reveal that performance. One of the goals of the California Assessment Collaborative (CAC) is to study the effects of local assessment development and implementation efforts on teaching and learning. This report describes how one local CAC mathematics assessment initiative connects with the statewide curriculum reform and impacts what occurs in the classroom. The Mt. Diablo Curriculum-Based Alternative Assessment of Mathematics (CBAAM) was the program examined through interviews of 59 third-grade teachers. Their responses made it clear that the CBAAM had profound short-term effects on teaching and learning. Teachers resequenced content, introduced new content, and emphasized instructional processes as a result of the CBAAM. Evidence also suggests that there will be substantial long-term impact. Two tables present study findings. Two appendixes supplement the report with a student booklet from the 1994 Curriculum-Based Alternative Assessment of Math, the third grade survey letter, and interview guiding questions. (Contains 18 references.) (SLD)