The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments

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Abstract
The purpose of this study was to examine the effects of providing students with background information about the structure and scoring of mathematics performance assessments (PAs). Stratifying by grade, we randomly assigned 16 Grade 2 through Grade 4 classrooms to 2 conditions. In one condition, l87 students took an initial PA, received a brief orientation on the structure and scoring of PAs, and then took a 2nd, alternate-form PA. In the other condition, l82 students took 2 alternate-form PAs with no intervening orientation. Analyses of variance revealed that students' prior achievement histories mediated the effects of the test-wiseness training on the change between PA trials: Effects were statistically significant and dramatic for above- and at-grade level students but not for below-grade level students. Implications for valid assessment within high-stakes annual testing programs are discussed.