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A Better Benchmark Assessment: Multiple-Choice versus Project-Based
(2006)
  • Jamon F Peariso, M.Ed., University of La Verne
Abstract
The purpose of this literature review and Ex Post Facto descriptive study was to determine which type of benchmark assessment, multiple-choice or project-based, provides the best indication of general success on the history portion of the CST (California Standards Tests). The result of the study indicates that although the project-based benchmark assessment was better than the multiple-choice benchmark assessment at predicting the student acquisition of the desired "proficient" or above level on the CST, the data was inconclusive. However, the study did reveal that both types of benchmark assessments were successful in predicting acquisition of the "basic" or above level on the CST. (Contains 4 figures. Project-Based ACES (Assessment of Core Exit Standards) and Multiple-Choice Based ACES are appended.) [Masters Thesis, University of La Verne.]
Keywords
  • Program Effectiveness; Benchmarking; History Instruction; Standardized Tests; State Standards; State Surveys; Multiple Choice Tests; Student Projects; Correlation; Grade 10; World History; United States History; Comparative Testing; Literature Reviews; Achievement Rating; Academic Achievement
Publication Date
2006
Citation Information
Peariso, J. F. (2006). A Better Benchmark Assessment: Multiple-Choice versus Project-Based. Educational Resources Information Center (ERIC) (Ed499851).