High standardized testing puts pressure on teachers and students to perform well which can lead students to cheat and teachers to teach to the test, ignoring other subjects. This narrow focus on test performance fails to provide an accurate picture of a school's success and disproportionately impacts students from underfunded schools or those with learning disabilities. While testing has its place, using a single standardized test as the primary measure of a student's abilities or a school's performance can discourage learning and increase dropout rates.
Every year, millions of students take high-stakes, standardized tests.
Hanging in the balance are billions of dollars in school funding, teacher bonuses and job security, and the decision on whether this student passes to the next grade.
The potential rewards for success have spawned another battery of tests to prepare for the high stakes assessments,
and, in some cases, another layer of testing to prepare students for the tests that prepare them for the tests that most matter.
The average student will take over 120 mandated standardized tests before she graduates.
While the stakes of these tests are high, their value is very low.
What follows is a look at how a culture of testing is threatening our education system and stealing value from teachers, students, and taxpayers.
Fortunately, there may be something we can do about it...
Every year, millions of students take high-stakes, standardized tests.
Hanging in the balance are billions of dollars in school funding, teacher bonuses and job security, and the decision on whether this student passes to the next grade.
The potential rewards for success have spawned another battery of tests to prepare for the high stakes assessments,
and, in some cases, another layer of testing to prepare students for the tests that prepare them for the tests that most matter.
The average student will take over 120 mandated standardized tests before she graduates.
While the stakes of these tests are high, their value is very low.
What follows is a look at how a culture of testing is threatening our education system and stealing value from teachers, students, and taxpayers.
Fortunately, there may be something we can do about it...
-- Video Interviews for VSS Panel with FLVS, K12 Inc, Mosaica and uBoost
Student interviews regarding the challenges of online learning and motivating strategies
Created for 2010 VSS panel discussion on Student motivation in online environments.
Would you like to read more education research papers like the one summarized above on Educational Assessment issues? If so view more at: http://www.bestessayservices.com/blog/sample-education-research-paper-on-educational-assessment-issues/
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Everybody wants to be a certified professional in the field they have. Thus, passing the board exams is essential, and thanks to review centers for guiding us to achieve this. But enrolling in a data-driven review center that can help you in areas you really need is smarter.
Team Shiftees use the data from students' review exams performance and created a web application to predict the probability of a student in passing the board exams. Through this application, it can help the review center provide early interventions to students who needed them most.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
IDRA’s Ready Texas: Stakeholder Convening presentation: Stakeholder Survey Findings and Scan, by Dr. Sofia Bahena, IDRA Senior Education Associate and Researcher, Ready Texas Project
This presentation is from IDRA’s Ready Texas: Stakeholder Convening held on February 10, 2016. We have a roomful of policymakers, education, community, business and family leaders to discuss the current status of HB5 implementation, and research, to gather input on key questions about implementation of HB5 to inform the design of a comprehensive study, and to connect cross-sector leaders who are studying or working on various facets of implementation.
The Ready Texas: Stakeholder Convening, made possible through a grant from Greater Texas Foundation, is a project of the Intercultural Development Research Association, hosted in collaboration with the UTeach Program at The University of Texas at Austin.
Open Academic Analytics Initiative - Campus Technology Innovator Award Presen...Joshua
The Open Academic Analytics Initiative (OAAI) has developed an open-source academic early alert system using Sakai and Pentaho, an open-source Business Intelligence tool, designed to identify students who are at risk to not complete their courses? successfully and then deploy an intervention intended to help the student succeed. The system includes a predictive model which has been released under an open-source license using a standard markup Language to facilitate use and enhancement by others. The system has been deployed to over 2200 students across four different institutions. Based on these pilots, research on critical scaling factors such as the ?portability? of such predictive models and success of intervention strategies has been conducted. Our presentation will update the community on this initiative and our latest research findings as well as discuss future work.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
-- Video Interviews for VSS Panel with FLVS, K12 Inc, Mosaica and uBoost
Student interviews regarding the challenges of online learning and motivating strategies
Created for 2010 VSS panel discussion on Student motivation in online environments.
Would you like to read more education research papers like the one summarized above on Educational Assessment issues? If so view more at: http://www.bestessayservices.com/blog/sample-education-research-paper-on-educational-assessment-issues/
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Everybody wants to be a certified professional in the field they have. Thus, passing the board exams is essential, and thanks to review centers for guiding us to achieve this. But enrolling in a data-driven review center that can help you in areas you really need is smarter.
Team Shiftees use the data from students' review exams performance and created a web application to predict the probability of a student in passing the board exams. Through this application, it can help the review center provide early interventions to students who needed them most.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
IDRA’s Ready Texas: Stakeholder Convening presentation: Stakeholder Survey Findings and Scan, by Dr. Sofia Bahena, IDRA Senior Education Associate and Researcher, Ready Texas Project
This presentation is from IDRA’s Ready Texas: Stakeholder Convening held on February 10, 2016. We have a roomful of policymakers, education, community, business and family leaders to discuss the current status of HB5 implementation, and research, to gather input on key questions about implementation of HB5 to inform the design of a comprehensive study, and to connect cross-sector leaders who are studying or working on various facets of implementation.
The Ready Texas: Stakeholder Convening, made possible through a grant from Greater Texas Foundation, is a project of the Intercultural Development Research Association, hosted in collaboration with the UTeach Program at The University of Texas at Austin.
Open Academic Analytics Initiative - Campus Technology Innovator Award Presen...Joshua
The Open Academic Analytics Initiative (OAAI) has developed an open-source academic early alert system using Sakai and Pentaho, an open-source Business Intelligence tool, designed to identify students who are at risk to not complete their courses? successfully and then deploy an intervention intended to help the student succeed. The system includes a predictive model which has been released under an open-source license using a standard markup Language to facilitate use and enhancement by others. The system has been deployed to over 2200 students across four different institutions. Based on these pilots, research on critical scaling factors such as the ?portability? of such predictive models and success of intervention strategies has been conducted. Our presentation will update the community on this initiative and our latest research findings as well as discuss future work.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
Using Assessment Data for Educator and Student GrowthNWEA
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
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Overview of assessments, growth, and value added in a teacher evaluation context
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
The Evaluation Of Teaching Has Become A Widely Accepted Practicenoblex1
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities.
Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. What is high stakes testing? Result of the No Child Left Behind Act (NCLB) Standardized with vital consequences attached. All students take the same test Same questions Equal conditions Scored the same way Photo By: The Master Shake Signal
3. The Purpose Teachers will work more effectively Students will be more motivated Schools will run more smoothly Academic achievement will be greater Benefits minority student and student from poverty.
4. The Downfalls Teachers/students feel pressure to do well Student are caught cheating Teachers teach to the test More students drop out or get held back Many tests are too heavily weighted Some states require students to pass a standardized test to graduate now
5. Unfair to Students Test anxiety equals lower and inaccurate results Poorly funded schools don’t get a fair chance Students with learning disabilities fail more than mainstream kids. Students have no control over a failing system Photo By: minor9th
6. Grade retention and drop out rates Amplified grade retention and drop out rates Grade retention is counterproductive Student that are held back lose interest in learning and are more likely to drop out Student who are faced with a standardized test for graduation are more likely to drop out.
7. Teaching to the test Teachers are under pressure like students Teachers focus on what is on the test and nothing else Many subjects are ignored and not taught Reading on high stakes tests are not realistic Teachers are being trained to be “test coaches” Teaching to the test discourages students from learning. Photo By: Chicago 2016 Photos
8. Tests and the Misinformed Public Public supports testing because of misleading results Teaching to the test gives inaccurate scores Public believes schools are improving when they are not Testing does not include non-academic areas Test results do not take into account non-school related factors.
9. How to Measure Success All factors, including tests should be taken into consideration Tests should be a part of the system not the entire system Make testing fair to all students who take them Fair opportunities to everyone One test should not determine a student’s academic future Photo by: Rennett Stowe
10. Appropriate Ways to Test Testing can be a good thing Most resourceful way to obtain information A test should not measure a school or teachers performance A student’s future should not be based on a test score The purpose of the test results should be stated clearly Special arrangements should be made for students with special needs Students should be tested on necessary skills.
11. Resources Haladyna, T. M. (2006). Perils of Standardized Achievement Testing. Educational Horizons. 85(1), 30-43. Neill, M. (2006). Preparing Teachers to Beat the Agonies of NCLB. The Education Digest. 71(8), 8-12. Nichols, S. L., & Berliner, D. C. (2008). Why Has High Stakes Testing So Easily Slipped into Contemporary American Life? The Education Digest. 74(4), 41-7. www.flickr.com
Editor's Notes
High Stakes testing is the is the result of the No Child Left Behind Act (NCLB)High Stakes testing are standardized tests with vital consequences attached to them.Standardized testing is when all students take the same test, with the same questions, under equal conditions and their answers are scored the same way
The hope is that these tests will cause teachers to work more effectively, students will be more motivated and schools will run more effortlessly.After which the result should be a greater academic achievement for all student, especially those coming from poverty and minority backgrounds.
Students and teachers feel the pressures of these tests and then end up taking drastic measures to ensure they do well.Students caught cheating on the test or manipulating the data.Teachers narrow their curriculum and only teach to the test. More students tend to be retained in a grade or drop out because of these tests.Some of these tests are so heavily weighted that they determine whether a student will graduate. Currently, 17 states require students to pass a standardized test to complete high school and gradate. Seven more states are planning similar requirements.
Test anxiety and students who do not perform well on tests may not demonstrate what they have learned accurately on a standardized test, resulting in lower scores.Poorly-funded schools, large class sizes, insufficient materials and resources don’t give students a fair chance. Students with a learning disability, students who do not speak English as a first language or students who attend vocational school fail these tests more than mainstream students. When the system fails the students are being punished for things they cannot control.
High Stakes Testing leads to amplified grade retention and dropout rates. Grade retention has been proven unproductive.Students who are held back a grade do not progress academically, they suffer a loss of self-esteem and could be emotionally damaged, and they lose interest in school and are more likely to drop out. Students who face a graduation test tend to have a higher dropout rate, especially for those students who are comparatively low achievers in school.
Teachers are feeling the pressures of these high stakes tests just as much as students.The higher the stakes the more the schools and teachers focus on the subject matter of these tests.As a result, any subject not on the test is not taught, whole subjects may be dropped from the curriculum.Reading consists of short passages with multiple choice answers at the end (which does not exists in the real world) Teachers are being taught to be “test coaches” instead of good teachers. Teaching to the test often creates an undesired classroom climate and style of teaching that discourages students from learning. Many important topics are not covered on these tests because they cannot be measured appropriately with these tests.
These tests are generally supported by the public because they are led to believe that the tests increase productivity in school systems, however the scores are highly misleading. Teaching to the test causes scores to go up but those scores do not show actually learning improvement. This leads the public to believe that schools are improving when they may actually be doing worse. Standardize testing does not include non-academic areas in school.Test results do not take into account non-school related factors such as poverty, hunger, student mobility, and lack of medical care, safety, community resources and parent’s education.
Test, along with grades and teacher evaluations are a useful way to measure a student’s progress, abilities and knowledge. Tests should be included in the education system but not be the entire system.If a school is going to use a test to determine whether a student moves on in school or gets to graduate they must ensure that all students, especially racial and ethnic minorities, disabled or students with limited English speaking skills are treated fairly and given the same opportunities. No one test should determine a student’s future-one test will not accurately assess an entire year of progress.
Tests can be a good thing when used appropriately.They are the most resourceful way to obtain information about what a student has or has not learned.A test that is written to measure the knowledge of a student should not be used to measure the quality of a school system or the performance of a teacher.A decision about a student’s educational future (retention, tracking, graduation) should not be based on a single test score.For tests that do determine a student’s promotion to the next grade or whether or not they will gradate, the student should be given multiple chances to take the test.When a test is mandated the ways in which the results will be used should be clearly explained to students and parents. Special arraignments should be made for students with limited English skills; the student should be tested on their ability to communicate in English instead of other unnecessary skills. Special accommodations should be made for students with disabilities.