KIRISKentucky Instructional Results Information Systems
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Their study concluded that "the evaluation of KIRIS is likely to be a complex and long-term process.
1998) concluded that not enough validation research has yet taken place on KIRIS.
All of the above researchers question the continued use of KIRIS in a high stakes environment and call for further studies of the validity of KIRIS as an instrument to drive curriculum and instruction as well as evaluate schools and individual students.
The survey collected data on KIRIS results of the 1995 and 1996 National Merit Scholars and National Merit Commended.
The KIRIS exam," the court continued, "requires no advance preparation beyond the student's normal academic program; hence, further notice would have served no purpose.
Second, the court concluded that the KIRIS exam does not violate the establishment clause, because it has the secular purpose of promoting school accountability for student achievement; its items do not have the primary effect of advancing or inhibiting religion; and its development and administration do not involve excessive entanglement between government and religion.
Citing the "secular humanism" textbook cases of the 1980s,5 the court also denied the parents' claim that the KIRIS exam requirement infringed their free exercise of religion.
Citing the state constitutional basis of the Kentucky school finance case that led to KIRIS, the court concluded:
At best, the evolution of KIRIS in the past six years reveals how initial plans - especially those developed in a complex, systemic reform effort - need revision when tested in the real world.
After KIRIS testing was developed and implemented in the first two-year cycle, the "valued outcomes" came under intense scrutiny from various factions of the public.
By June 1996, the state responded with a draft of content standards in a document titled Core Content for KIRIS Assessment.
Over the course of KIRIS testing, the growing pressure for increased reliability and tighter alignment with a specified body of content has translated into a shift away from "open-endedness" and performance in the assessments.