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

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    Author
    Cornue, Joshua
    Keyword
    Expeditionary Learning
    Assessment
    Best Practices
    Student-Engaged Assessment
    Assessment For Learning
    Date Published
    2015-05-13
    
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    URI
    http://hdl.handle.net/20.500.12648/5787
    Abstract
    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.
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