The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing

This report is part of a multi-year project to examine the effects of standards-based assessment reform on schools and classrooms. During the past year, the project investigated school and classroom effects of assessment reforms in the state of Kentucky, a state that has been at the forefront of the standards-based assessment movement. This report presents the results of a series of surveys of the impact of the Kentucky Instructional Results Information System (KIRIS) on curriculum and instruction in mathematics in grades 5 and 8 and in writing in grades 4 and 7. Teachers' self-reports (n=approximately 400) indicated substantial changes in classroom practices in response to the Kentucky Education Reform Act and KIRIS. KIRIS, in particular, has had a major influence on instructional behavior according to teachers. However, there were no consistent associations between reports of specific teaching practices or changes in practice during the past 3 years and biennial KIRIS gains. (Contains 2 figures, 31 tables, and 15 references.)