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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorCornue, Joshua
dc.date.accessioned2021-09-07T21:57:48Z
dc.date.available2021-09-07T21:57:48Z
dc.date.issued5/13/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5787
dc.description.abstractIn 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.
dc.subjectExpeditionary Learning
dc.subjectAssessment
dc.subjectBest Practices
dc.subjectStudent-Engaged Assessment
dc.subjectAssessment For Learning
dc.titleStudent-Engaged Assessment-A Meta-Analysis of EL Assessment Practices
dc.typethesis
refterms.dateFOA2021-09-07T21:57:48Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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