SAGE Journal Articles

Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.

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Article 1: Leonhardt, A.(2005). Using rubrics as an assessment tool in your classroom. General Music Today, 19, 10-16.

Abstract: No abstract available

Article 2: Walther-Thomas, C., & Brownell, M.T. (2001). Bonnie Jones: Using Student Portfolios Effectively. 
Intervention in School and Clinic, 36 (4), 225-229.

Abstract: No abstract available

Article 3: Anagnostopoulos, D. (2003). The New Accountability, Student Failure, and Teachers' Work in Urban High Schools. Educational Policy, 17 (3), 291-316.

Abstract: This study uses Lipsky's concept of the street-level bureaucrat to identify how English teachers in two Chicago public high schools respond to student failure within the context of a district accountability agenda. Analyses of interview and classroom observation data indicate that teachers' responses to district policies related to the degree to which teachers perceived the policies as threats to their professional autonomy. Teachers responded to testing policies by allocating significant classroom time to "teaching to the tests" but employed several defensive strategies in response to policies aimed at lowering course failure rates. These strategies may have reduced failure rates but did not remedy student failure.

Article 4: Miller, D.M., & Linn, R.L. (2000). Validation of Performance-Based Assessments. Applied Psychological Measurement, 24 (4), 367-378.

Abstract: Using Messick's (1995, 1996) framework for validity, six aspects of construct validation are outlined to guide the validation of performance-based assessments: content, substantive, structural, generalizability, external, and consequential. Each aspect is discussed, with the focus on studies that could be conducted within the context of a large-scale educational assessment. Also discussed are the issues that affect construct validation within that context, and recommendations for future areas of study are outlined.

Article 5: Hackmann, D.G. (1996). Student-Led Conferences at the Middle Level: Promoting Student Responsibility. NASSP Bulletin, 80 (578), 31-36.

Abstract: Although students generally feel a desire for greater independence in the middle level years, and are expected to assume increasing responsibility for their academic progress, they are usually excluded from parent-teacher conferences. Might including students in these conferences have a positive effect on both student achievement and home-school relations?

Article 6: Condemn G., Ian, P.A., & Hatcher, R.E. (2000). Student-Led Conferences in Inclusive Settings. Intervention in School and Clinic, 36 (1), 22-26.

Abstract: Student-led conferences offer many advantages for students with and without disabilities and their families. When student-led conferences are coupled with the use of portfolios, students assume more responsibility for their learning and see connections among and between their learning in and outside of school. This article describes the steps and results from one school district that has adopted the student-led conference approach for all students.

Article 7: Lawson, M.A. (2003). School-Family Relations In Context: Parent and Teacher Perceptions of Parent Involvement. Urban Education, 38 (1), 77-133.

Abstract: This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. Twelve teachers and 13 parents participated in semi-structured ethnographic interviews. All actors were either employed by or involved in an ethnically concentrated elementary school in a low-income, culturally diverse, urban community. Analyses revealed that teachers and parents have different perceptions of parent involvement. These different perceptions implicate diverse epistemologies, differential power, and some competing purposes. On the other hand, teachers and parents both claim that firm, mutually beneficial partnerships (or collaboration) between them are essential to children's learning, healthy development, and success in school. Perceived barriers need to be addressed for these partnerships to eventuate.

Article 8: Murky, E., Hobo, C.M., & Lee, Y. (2000). Equating and Linking of Performance Assessments. 
Applied Psychological Measurement, 24 (4), 325-337.

Abstract: Performance assessments (PA) are used in various contexts of large-scale educational assessment. It is often desirable to compare examinee performance on different forms of an assessment or on the same forms administered at different times. An overview of linking methods applied to PA is presented: major issues and recent developments in linking PAs are discussed, three common linking designs (single group, randomly equivalent groups, and nonequivalent groups with anchor items) are compared, and two major linking methodologies [classical and item response theory (IRT)] are evaluated from the PA perspective. Also described are two classical equating methods (linear and equipercentile) and several IRT equating methods (item response function, vertical, common population, and multiple-group). Areas for future research are identified.