Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Response to Intervention (RTI) is a multi-tiered framework for providing educational resources efficiently based on student need. It involves universal screening, progress monitoring, and increasingly intensive interventions. Students identified as at-risk through screening receive evidence-based classroom interventions and those not responding move to more intensive tiers involving small group and individualized instruction. Data-based decision making guides placement and instructional changes. The example school implements RTI through three tiers of instruction and intervention, with some students responding adequately to core instruction while others require more support.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
ROLE OF INTERNATIONAL TESTING AND ASSESSMENT AGENCIES Mamoona Shahzad
International testing and assessment agencies are responsible for constructing and administering tests at the international level to evaluate and compare educational systems among countries. Some major agencies discussed include the OECD's PISA, IEA's TIMSS and PIRLS, ETS, ACER, IAEA, and AEA. These agencies seek to compare student achievement across nations and inform education policy through cross-national assessments in important subject areas.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleetguest2b32b2e
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Response to Intervention (RTI) is a multi-tiered framework for providing educational resources efficiently based on student need. It involves universal screening, progress monitoring, and increasingly intensive interventions. Students identified as at-risk through screening receive evidence-based classroom interventions and those not responding move to more intensive tiers involving small group and individualized instruction. Data-based decision making guides placement and instructional changes. The example school implements RTI through three tiers of instruction and intervention, with some students responding adequately to core instruction while others require more support.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
ROLE OF INTERNATIONAL TESTING AND ASSESSMENT AGENCIES Mamoona Shahzad
International testing and assessment agencies are responsible for constructing and administering tests at the international level to evaluate and compare educational systems among countries. Some major agencies discussed include the OECD's PISA, IEA's TIMSS and PIRLS, ETS, ACER, IAEA, and AEA. These agencies seek to compare student achievement across nations and inform education policy through cross-national assessments in important subject areas.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleetguest2b32b2e
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
Heterogeneous Or Homogeneous Classrooms JaneKevin Hodgson
This document discusses the debate around homogeneous versus heterogeneous classrooms and proposes an alternative approach. It notes that homogeneous classrooms can widen achievement gaps but heterogeneous classrooms may not adequately challenge gifted students. The author argues that most education reform has moved away from the lowest homogeneous groupings and that heterogeneous classrooms work for most students, but talented and gifted programs remain important for challenging gifted students. The document concludes by questioning why accelerated learning cannot be available for all students.
A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
This document outlines a research proposal on examining the relationship between college students' attendance behavior, self-esteem, and locus of control. The proposal includes an introduction describing the importance of attendance and defining key terms. A literature review presents studies showing relationships between attendance and academic performance, self-esteem and academic performance, and relationships between self-esteem and locus of control. The methodology section describes a descriptive research design and objectives to examine attendance behavior, self-esteem, locus of control, and relationships among these variables. The study aims to understand factors influencing students' class attendance.
CXC presented at the 2015 UWI Symposium on the topic " Transforming Assessment and Evaluation: Potential Impact of New School-Based Assessment Guidelines"
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
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Thomas R. Guskey keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Grading and Reporting Student Learning"
The document summarizes a research proposal that aims to determine if increasing student motivation to read independently correlates with improved test scores. The study will use a quasi-experimental design comparing MAP test results of students who participate in a reading motivation program versus a control group. If a correlation is found, it could provide evidence that improving reading motivation strategies positively impacts student academic success and literacy.
RtI Best Practices for Henderson Elementary Scenario 3Heidi Veal
This document provides an overview of Response to Intervention (RTI) best practices. It discusses using prevention and early intervention to promote student success. The core characteristics of RTI include using research-based practices, addressing academics and behavior, employing a problem-solving model, and monitoring student progress over time. It also describes the three tiers of support - Tier 1 being core instruction for all, Tier 2 being strategic interventions for 10-15% of students, and Tier 3 being intensive interventions for 1-5% of students. The document outlines universal screeners, intervention resources, progress monitoring tools, and expectations for RTI documentation.
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
The document discusses educational achievement and how it is evaluated. Educational achievement refers to how well a student achieves educational goals in school, college or university. There is no agreement on how to best measure it or which aspects are most important. It is commonly assessed through exams or ongoing evaluations. Major international assessments that evaluate educational achievement include TIMSS (math and science for 4th and 8th graders), PIRLS (4th grade reading), and PISA (15-year-olds' skills in reading, math, and science). The US performed below average on TIMSS and PIRLS in 2007 and below many other nations in all subjects on PISA 2009.
Reading Assessments in Kindergarten through Third Grade: Findings from the Ce...rathx039
This document summarizes research from the Center for the Improvement of Early Reading Achievement (CIERA) on assessments of reading development from kindergarten through third grade. CIERA researchers conducted several studies using different methods, including surveys of teachers to identify the types of assessments used and their views on assessments, studies of how teachers use informal reading inventories, and designs of new assessments measuring narrative comprehension, adult-child reading interactions, classroom environments, and instructional texts. The research provides information on current practices and identifies promising new directions for early reading assessments.
This document discusses examination systems around the world. It begins by defining examinations as instruments to verify student learning and teacher instruction. It then describes the common ritual of test-taking, with students sitting at desks with pencils in-hand as the clock ticks. The document also provides examples of examinations from different countries. It goes on to define examination malpractice and list common forms like leakage, impersonation, external assistance, and smuggling materials. Potential causes of malpractice include the high stakes of exams, teacher/school reputations, personality traits, and stress from families. The document concludes by discussing moves toward more liberal education systems without as much exam pressure in countries like China, Hong Kong, Taiwan, Finland, Singapore, and
This equity audit analyzes standardized test data from Maria Immacolata Catholic School in Houma, Louisiana from 2010-2012. It summarizes the demographic and testing information, including that students were assessed using the Stanford Achievement Test and Otis-Lennon School Ability Test. Interviews with school administrators and teachers revealed that standardized testing is important but should be updated to assess skills like writing and align with Common Core. The audit finds that test scores differed little year-to-year and makes recommendations such as designating a staff member to analyze testing data, increasing emphasis on skills like critical thinking and emotional intelligence, and adopting new testing methods like PARCC to better evaluate student achievement.
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
This document provides summaries of several studies on the impact of Advancement Via Individual Determination (AVID) programs:
1) AVID graduates were better prepared for and persisted through college due to strategies learned in AVID like note-taking and time management. They were more likely to be on track to graduate compared to national averages.
2) AVID students raised their expectations over time from an Associate's to Bachelor's degree, unlike the control group. Intervention programs provided social and cultural benefits.
3) Students who felt nurtured by AVID teachers through personal bonds were more likely to remain in the program for four years.
4) Schools implementing AVID saw improvements in accountability measures, advanced
This document summarizes a presentation on data-based decision making for grouping and service delivery models for gifted students. It discusses various placement and programming options like acceleration and enrichment. It provides research on the benefits of acceleration, such as improved achievement, and issues to consider with acceleration. It also reviews types of enrichment and research findings. Different grouping models are outlined along with their strengths and weaknesses.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
Inspiring change in assessment and feedbackTansy Jessop
1) The document summarizes a mixed methods study exploring assessment and feedback practices across university programmes. It identified variations in assessment patterns, an over-reliance on high-stakes summative assessment compared to formative assessment, disconnected feedback practices, and a lack of clarity around learning goals and standards.
2) To address these issues, the study employed strategies through its TESTA programme such as rebalancing assessment, collaborative peer processes, linking formative and summative assessment, and helping students and staff internalize goals and standards.
3) Early results suggest the TESTA programme improved student satisfaction, but further research is still needed to determine its long term impact on student learning outcomes.
This document discusses standards in education and the debate around them. It begins by defining standards as models or examples that establish expectations for how students should be educated. While proponents believe standards can improve achievement by setting clear goals, opponents argue they may narrow curriculum and lead to test-driven instruction. The document also examines different approaches to aligning curriculum to standards like frontloading, backloading, and curriculum mapping and concludes by noting the tension between accountability and pressures of high-stakes testing.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
Heterogeneous Or Homogeneous Classrooms JaneKevin Hodgson
This document discusses the debate around homogeneous versus heterogeneous classrooms and proposes an alternative approach. It notes that homogeneous classrooms can widen achievement gaps but heterogeneous classrooms may not adequately challenge gifted students. The author argues that most education reform has moved away from the lowest homogeneous groupings and that heterogeneous classrooms work for most students, but talented and gifted programs remain important for challenging gifted students. The document concludes by questioning why accelerated learning cannot be available for all students.
A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
This document outlines a research proposal on examining the relationship between college students' attendance behavior, self-esteem, and locus of control. The proposal includes an introduction describing the importance of attendance and defining key terms. A literature review presents studies showing relationships between attendance and academic performance, self-esteem and academic performance, and relationships between self-esteem and locus of control. The methodology section describes a descriptive research design and objectives to examine attendance behavior, self-esteem, locus of control, and relationships among these variables. The study aims to understand factors influencing students' class attendance.
CXC presented at the 2015 UWI Symposium on the topic " Transforming Assessment and Evaluation: Potential Impact of New School-Based Assessment Guidelines"
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
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Thomas R. Guskey keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Grading and Reporting Student Learning"
The document summarizes a research proposal that aims to determine if increasing student motivation to read independently correlates with improved test scores. The study will use a quasi-experimental design comparing MAP test results of students who participate in a reading motivation program versus a control group. If a correlation is found, it could provide evidence that improving reading motivation strategies positively impacts student academic success and literacy.
RtI Best Practices for Henderson Elementary Scenario 3Heidi Veal
This document provides an overview of Response to Intervention (RTI) best practices. It discusses using prevention and early intervention to promote student success. The core characteristics of RTI include using research-based practices, addressing academics and behavior, employing a problem-solving model, and monitoring student progress over time. It also describes the three tiers of support - Tier 1 being core instruction for all, Tier 2 being strategic interventions for 10-15% of students, and Tier 3 being intensive interventions for 1-5% of students. The document outlines universal screeners, intervention resources, progress monitoring tools, and expectations for RTI documentation.
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
The document discusses educational achievement and how it is evaluated. Educational achievement refers to how well a student achieves educational goals in school, college or university. There is no agreement on how to best measure it or which aspects are most important. It is commonly assessed through exams or ongoing evaluations. Major international assessments that evaluate educational achievement include TIMSS (math and science for 4th and 8th graders), PIRLS (4th grade reading), and PISA (15-year-olds' skills in reading, math, and science). The US performed below average on TIMSS and PIRLS in 2007 and below many other nations in all subjects on PISA 2009.
Reading Assessments in Kindergarten through Third Grade: Findings from the Ce...rathx039
This document summarizes research from the Center for the Improvement of Early Reading Achievement (CIERA) on assessments of reading development from kindergarten through third grade. CIERA researchers conducted several studies using different methods, including surveys of teachers to identify the types of assessments used and their views on assessments, studies of how teachers use informal reading inventories, and designs of new assessments measuring narrative comprehension, adult-child reading interactions, classroom environments, and instructional texts. The research provides information on current practices and identifies promising new directions for early reading assessments.
This document discusses examination systems around the world. It begins by defining examinations as instruments to verify student learning and teacher instruction. It then describes the common ritual of test-taking, with students sitting at desks with pencils in-hand as the clock ticks. The document also provides examples of examinations from different countries. It goes on to define examination malpractice and list common forms like leakage, impersonation, external assistance, and smuggling materials. Potential causes of malpractice include the high stakes of exams, teacher/school reputations, personality traits, and stress from families. The document concludes by discussing moves toward more liberal education systems without as much exam pressure in countries like China, Hong Kong, Taiwan, Finland, Singapore, and
This equity audit analyzes standardized test data from Maria Immacolata Catholic School in Houma, Louisiana from 2010-2012. It summarizes the demographic and testing information, including that students were assessed using the Stanford Achievement Test and Otis-Lennon School Ability Test. Interviews with school administrators and teachers revealed that standardized testing is important but should be updated to assess skills like writing and align with Common Core. The audit finds that test scores differed little year-to-year and makes recommendations such as designating a staff member to analyze testing data, increasing emphasis on skills like critical thinking and emotional intelligence, and adopting new testing methods like PARCC to better evaluate student achievement.
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
This document provides summaries of several studies on the impact of Advancement Via Individual Determination (AVID) programs:
1) AVID graduates were better prepared for and persisted through college due to strategies learned in AVID like note-taking and time management. They were more likely to be on track to graduate compared to national averages.
2) AVID students raised their expectations over time from an Associate's to Bachelor's degree, unlike the control group. Intervention programs provided social and cultural benefits.
3) Students who felt nurtured by AVID teachers through personal bonds were more likely to remain in the program for four years.
4) Schools implementing AVID saw improvements in accountability measures, advanced
This document summarizes a presentation on data-based decision making for grouping and service delivery models for gifted students. It discusses various placement and programming options like acceleration and enrichment. It provides research on the benefits of acceleration, such as improved achievement, and issues to consider with acceleration. It also reviews types of enrichment and research findings. Different grouping models are outlined along with their strengths and weaknesses.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
Inspiring change in assessment and feedbackTansy Jessop
1) The document summarizes a mixed methods study exploring assessment and feedback practices across university programmes. It identified variations in assessment patterns, an over-reliance on high-stakes summative assessment compared to formative assessment, disconnected feedback practices, and a lack of clarity around learning goals and standards.
2) To address these issues, the study employed strategies through its TESTA programme such as rebalancing assessment, collaborative peer processes, linking formative and summative assessment, and helping students and staff internalize goals and standards.
3) Early results suggest the TESTA programme improved student satisfaction, but further research is still needed to determine its long term impact on student learning outcomes.
This document discusses standards in education and the debate around them. It begins by defining standards as models or examples that establish expectations for how students should be educated. While proponents believe standards can improve achievement by setting clear goals, opponents argue they may narrow curriculum and lead to test-driven instruction. The document also examines different approaches to aligning curriculum to standards like frontloading, backloading, and curriculum mapping and concludes by noting the tension between accountability and pressures of high-stakes testing.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
1. The document discusses standards-based assessment and standardized testing. It outlines the key elements of standardized tests and explores both the popularity and criticisms of standardized testing.
2. Concerns about standardized testing include test bias, a overemphasis on test performance leading to test-driven learning, and ethical issues regarding their role in gatekeeping.
3. The document advocates for using multiple measures of assessment, including more formative assessments, to reduce the negative impact of standardized testing and make assessment less biased.
Standards-based and Standardized Assessment.pptxwinda kho
A standardized assessment is a test consisting of a set of questions pulled from a common bank. All test takers are required to answer the same questions so the test can be scored in a consistent manner.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
University of the Highlands and Islands, Business and Leisure, Assessment 2013Rob Macpherson
The document discusses the history of assessment practices, from the isolation cells used in ancient Chinese civil service exams to the development of quantitative grading of exams in the 18th century. It also outlines the purposes and principles of effective assessment, including clarifying expectations, encouraging learning, and providing feedback to improve performance. The document provides guidance on key considerations and best practices for marking assessments.
Building Assessment Literacy with teachers and studentsahmadnaimullah1
This document discusses building assessment literacy among teachers and students. It addresses the challenges of balancing different purposes of assessment, including formative, summative, and accountability-focused assessment. It emphasizes the need to develop teachers' and students' understanding of diverse assessment practices and their ability to design, implement, and evaluate different forms of assessment. The document also stresses the importance of supporting teachers' and students' assessment literacy through professional development, infrastructure, and public discourse around the relationships between curriculum, pedagogy, and assessment.
NM's NCLB Waiver: High-stakes testing, school grades, CCSSKris Nielsen
This document summarizes concerns about high-stakes standardized testing in New Mexico schools. It discusses how the state's waiver from No Child Left Behind led to tying school evaluations to test scores through a school grading system. It notes that teacher evaluations are also heavily based on student test performance. The document argues that standardized tests take away from learning, teach to the test, have developmentally harmful effects, and are an invalid way to evaluate students, teachers, and schools. It recommends that parents refuse to let their children take the tests to enact change in the system.
Assessment without levels - Feedback GroupChris Hildrew
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document provides an introduction to teaching math to adult students. It discusses that adult students are self-directed learners who decide their own level of participation. It also addresses common challenges like "math phobia" and offers tips for instructors to help mitigate fears and promote collaborative learning. The document outlines characteristics of learning disabilities in math, known as dyscalculia, and resources to assist learning disabled adults.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
Curriculum and Instruction PPT. - William Allan Kritsonis, PhDWilliam Kritsonis
The document discusses the history of curriculum development in Texas. It notes that since the 1980s, Texas has focused on strengthening the curriculum, measuring student achievement, and holding schools accountable. As a result, more students are passing and graduating on time. The curriculum includes core subjects as well as enrichment subjects. While the curriculum aims to hold all students accountable, it must also accommodate students with language barriers or special needs through alternate assessments. The document also discusses a lawsuit regarding disparate pass rates among ethnic groups and a case study on integrating activities into the curriculum.
Dr. William Allan Kritsonis - Curriculum Instruction PPT.William Kritsonis
The document discusses the history of curriculum development in Texas. It notes that since the 1980s, Texas has focused on strengthening the curriculum, measuring student achievement, and holding schools accountable. As a result, more students are passing and graduating on time. The curriculum includes core subjects as well as enrichment subjects. While the curriculum aims to hold all students accountable, it must also accommodate students with language barriers or special needs through alternate assessments. The document also discusses a lawsuit regarding disparate pass rates among ethnic groups and a case study on integrating activities into the curriculum.
Ed Reform Lecture - University of ArkansasJohn Cronin
This document discusses issues related to using standardized test scores in teacher evaluations and for dismissal purposes. It notes that using tests as the main evidence for dismissal will likely lead to expensive legal battles by experts. Evaluation systems could also face legal challenges if they have disparate impacts. Additionally, measurement issues make attributing student growth or lack of growth to a single teacher imprecise. Alternative approaches are proposed that give more weight to classroom observations and use test data to validate rather than determine ratings.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
College and Career Readiness and Success: How Riverside Can Lead the NationRiverside_COE
David Conley & Matt Coleman from the Educational Policy Improvement Center (EPIC) outline what it means to be college and career ready at the Desert Sands Unified School District in La Quinta, CA (11-21-2014)
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Curriculum trends, school reform, standards, and assesment
1. CURRICULUM TRENDS, SCHOOL REFORM,
STANDARDS, AND ASSESSMENT -
CHRONOLOGY
by :
Angrayni Dian Novia 16716251030
Dyta Makasari 16716251021
2. A. CURRICULUM TRENDS, SCHOOL
REFORM, STANDARDS, AND
ASSESSMENT
B. CHRONOLOGY
Pretraditionalist Traditionalist
Preconceptuali
st
Post Modern
Some ethical problems with
the standards movement
The manufactured crisis
Understanding curriculum through
standards and assessment
3. CURRICULUM TRENDS, SCHOOL REFORM,
STANDARDS, AND ASSESSMENT
There are 8 characheristics of school reform in US;
1. The reforms are politically inspired and coerced by state governments.
2. The higher students achievement is determined by standard based report
3. Content standards is oriented on the students’ outcome or behavior
4. Cost-benefit analyses are lacking from the reports on state school
reforms.
5. Control of education has shifted to the national and state levels and away
from localities.
6. The reform agendas, though fragmentary, are broad in scale and
encompass most of the fifty states.
7. The educational reform movement is focused on the teory not empirical
8. the expectation of raising new standards and high-stakes state testing is
to increase the students achievement.
4. SOME ETHICAL PROBLEMS WITH
THE STANDARDS MOVEMENT
Standards movements covered in three major question:
1. Who benefits from setting standards?
2. Whose voice is taken into account when the standards
are formulated?
3. Are we creating new inequalities by advocating
standards?
5. Learning from the Texas School Reform Case
• The control of schools is taken by bussiness external management
and accountability system
• The accountability sistems in Texas is called TAAS (Texas
Achievement Academic Skills)
a. It has shaped up the schools.
b. Teachers and principals are held accountable for test scores.
c. “Performance contracts” are used for evaluating principals
based on test scores.
d. Test results are used for decisions about school practice.
• The assumption of standards movements:
a. Raising standards can prepare the students in competing the
global marketplace
b. The effect on standard movement is disparity between high
and low achiever
6. • In 1979 and 1980 TABS is used by legislative to
determine the district planning and curriculum content
• Early 1990s TAAS was applied
• From 1995, site based management where the
stakeholder are involved in choosing strategies,
determine the goals and assessing the skills
Learning from the Texas School Reform Case
7. • The schools studied for practicing test.
• The schools need more fundings for purchasing
study materials.
• Schools must have structure to accomodate and
support the host of reform, requirements, and
ongoing demands of the curriculum
Teaching for the Test
8. • Curriculum is oriented on the standardized test
preparation, it triggers the discrimination for the
minority students.
• The generalization of the rich curriculum in poor and
minority population with the drill and repetition,
• The study by Haney (1999) report the Texas graduation
rates before and after TAAS
▫ 1978 >60% black , ±60% latino, +15% than white
▫ 1990 ± 50% black and latino, 70% white
▫ 1999 <50% black and latino,
A major contradiction: The new discrimination
9. • NRT is used to compare the students’ score with group
of people who already took the exam.
• NRT is designed to rank the test taker in order to
accomodate the bell curve.
• Multiple-choice test is limited because of the
complexities of the mind and how learning and cognition
take place.
• The government claims that the national average of the
students score is poor.
Continuing ethical question regarding Norm-
Referenced Test (NRT)
10. • American College Testing group (ACT) clearly shows the
Bias testing. The fairtest organization confess the three
main catergories of bias;
1. Biased format: prefer male offer female in term of the
way of thinking
2. Biased language: idiomatic expression is not familiar
with non-native of English
3. Biased question context: test tekers will do better
when they are interested in or familiar with the
situation. Many more English and reading ACT
passages cover topics that are likely to be more
familiar to whites and males than to minorities and
females.
Race, Class, and Gender Bias in testing
11. • Mulitple intelligences (Gardner, 1993):
1. Bodily kinesthetic
2. Visual-spatial
3. Mathematical-logical
4. Musical
5. Interpersonal
6. Intrapersonal
7. Linguistic
8. Naturalis
Ethical Questions Raised as a Result of the Work
on Multiple Intelligences: Searching for New Ways
to Explain Learning
12. The Manufactured Crisis
• The crisis is formulated by the phony and manipulated
data by the newspaper, politicians and others
• Some myths of manufactured crisis;
▫ the decline in student achievement and performance, the
intellectual abilities, and abstract problem-solving skills.
▫ America’s schools always come up short when compared
with those of other nations.
▫ America spends more money on schools than other nations.
▫ Investing in schools has not brought success, or money is
not related to school performance.
▫ The productivity of the American worker is down.
▫ American teachers are not prepared to teach.
▫ Private schools are better than public.
13. Standards make sense when the assessment system in place
makes sense. Wiggins (1993) argues that there are equitable, fair,
and authentic means of assessment.
Here are some of his major guidelines:
1. Assess the student’s accomplishments and progress, not merely the
total score that results from points subtracted from a collection of
items.
2. Devise a scheme that assigns degree-of-difficulty points to
assignments and test questions, thus distinguishing the quality of
the performance from the degree of difficulty of the task.
3. Give all students the “same” demanding work but differently
scaffolded assessments based on equitable expectations.
4. Devise a sliding grading system wherein the proportion of
what is counted over time varies. Move toward increased emphasis
on achievement, with a weight for effort and progress.
Understanding Curriculum through Standards and
Assessment
14. Understanding Curriculum through Standards and
Assessment
Authentic Assessment by Wiggins (1998);
• Authentic tasks must be realistic
• Requires students to use their judgment and imagination
• Let students demonstrate what they have learned
• Typical tests are contexless (Wiggins 1998, 24)
• Assess the learners ability to efficiently and effectively use a
repertoire of skills and knowledge to negotiate complex tasks
• Allow appropriate opportunities to rehearse, practice, consult
resources, and get feedback on and refine performances and
products.
15. Reviewing Some Problems with High-Stakes
Testing
• Is the term used to label the testing of children
where the stakes are extremely high?
Major Problems :
1. Problems with the construction of the tests
2. Problems with scoring and interpretation of tests
3. Problems with penalties of the tests if test taker are below par
4. Problem with issues of fairness
5. Problems with teachers teaching to the test
16. Hopeful Signs
Educative Assessments do the following :
✒ Ask and demand of students that they use problem-
solving skills on a regular basis
✒ Require actual people to score, grade, and evaluate a
student’s work, rather than have a machine do so
✒ Demand new roles for teachers and administrators
17. Chronology
• The pretraditionalis era (1890s-1920s)
• The traditinalist era (1920s-1950s)
• The reconceptualist era (1960s-1980s)
▫ The traditionalist
▫ The social behaviorists
▫ The experientalist
• The postmodern critical era (1980s-onward)
18. Pre-1890s-1920s
(Pretraditionalist Era)
1920s-1950s
(Traditionalist Era)
• Church-based
• Mostly male students and
teachers
• Few in School
• Subject matter focus, drill,
repetition, testing
• Committees formed to study
curriculum trends by well-known
educators
• Emphasis on objectives and
outcomes
• More students in scholl
• Development of character
• Subject matter focus, drill,
repetition, testing
19. Pre-1960s-1980s
(Re-conceptualist Era)
1920s-1950s
(Postmodern Critical Era)
• Examines student cognition,
goals
• Values the person as learner
• Questions rote and repetition
• Calls for school as community
center
• Inserts the child into the
curriculum
• Begins the questioning of race,
class, gender equity in
curriculum trends
• Committees formed to study
curriculum trends by well-known
educators
• Emphasis on objectives and
outcomes
• More students in scholl
• Development of character
• Subject matter focus, drill,
repetition, testing