The Philosophy And Practice Of Assessment

The Philosophy And Practice Of Assessment
Adam Crownover; Claire Schultz; Emma Thomas; Nancy Ward this is claire... i've gone through and
highlighted some areas that may have some issues... i'll offer a suggestion for rewording on the side
Nancy: I am good with revising anything. I think we need to get all of the sources tied to the
definitions first so as we are working, if we want to go back and look at the original source, we can.
Definitions Relating to Assessment
1. Assessment: In education, "assessment" is used to refer to both the underlying philosophical
framework and methods of measurement that are used to document or inform student readiness,
progress towards objectives, and learning generally by stakeholders with potential implications for
future actions.
Allen, M. J. (2003). Assessing academic programs in higher education. San Francisco:
Jossey–Bass.
Astin, A. & Antonio, A. (2012). Assessment for excellence: The philosophy and practice of
assessment in higher education. (2nd ed.). Plymouth, United Kingdom: Rowman and Littlefield
Publishers, Inc.
Assessment (n.d.). In The Glossary of Educational Reform. Retrieved from
http://edglossary.org/assessment/ Conley, D. (2015). A new era for educational assessment.
Education Policy Analysis Archives,
23(8), pp. 1–40.
Schunk, D. H. (2011). Learning theories: An educational perspective 6th ed. Boston: Pearson.
2. Due process: Due process is the fundamental principle of fairness in all legal matters. Within
education, due process is largely concerned
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Grade 12 National Assessment Of Educational Progress
When national, state, and local dropout and graduation rates are published, it is difficult to deny that
U.S. middle and high school students are in need of special literacy and/or mathematics supports to
reverse the current trends. In 2003, a commission established by the National Assessment Governing
Board (Governing Board) to review and make suggestions about indicators of academic
preparedness for postsecondary education and training recommended the use of the grade 12
National Assessment of Educational Progress (NAEP, 2014). A combination of factors were
considered for academic readiness and preparedness for entry–level college coursework, such as
core subject or content knowledge, cognitive strategies (problem solving, reasoning, ... Show more
content on Helpwriting.net ...
Only 39% of the 2014 ACT–tested graduates have a strong likelihood of experiencing success in
entry–level college courses. With the push to improve the college and career readiness of U.S.
students, it is incumbent that teaching be done to a higher standard and that more students enroll in
the core curriculum. Additionally, the rigor of the instruction within the core curriculum must be
improved. All students would benefit from systematic guidance and feedback regarding their
academic progress beginning early in the educational process. According to ACT (2014) research,
younger students who take rigorous curricula are more prepared to graduate from high school
college or career ready, and "the level of academic achievement that students attain by 8th grade has
a larger impact on their college and career readiness by the time they graduate from high school than
anything that happens academically in high school" (ACT, 2008). In his speech at the National
Education Summit on High Schools, Gates (2005) asserted that approximately 40% of high school
graduates lack the literacy skills employers expect. The sole purpose of the Bill & Melinda Gates
Foundation is to advance equity and they believe they can do most to promote equity through
education. High schools were designed fifty years ago

Importance Of Progress Monitoring On Annual Achievement Tests
Rebecca Murphy
EDEX 790
Assignment #1
September 9, 2015
IRIS Module: Classroom Assessment (Part 1)
1. List three advantages of progress monitoring over annual achievement tests.
Progress monitoring is used to access students' academic performance, to quantify a student rate of
improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The
main advantage of progress monitoring over annual achievement tests is that it consists of frequently
administered tests rather than just one testing session. Progress monitoring is an example of a
formative assessment. The goal of a formative assessment is to monitor continuously student
learning. Year–End assessments are summative, and they are administered with ... Show more
Once a teacher has determined the instructional sequence for the year, each skill in the sequence is
assessed until mastery has been achieved. Then the next skill is introduced and assessed. On the
other hand, CBM is where assessments are given multiple times over multiple skills across the
school year. This means that with CBM all skills in the instructional curriculum are assessed by each
test; therefore, a pre–determined instructional sequence is not required.
It is important to note that CMB does monitor the maintenance of skills where mastery measurement
does not. Like stated previously, CBM all skills are assessed by each test, meaning the teacher or
other professionals are constantly viewing data to whether certain skills are being mastered and then
retained.
3. Name three ways CBM can be used to help at–risk students.
CBM can help teachers keep track of progress and growth. They do this with numbers and graphs
for visual, concrete illustrations. They are also compared to the end–of–year goals. CBM can also
help to determine if the curriculum needs to be changed for students not showing progress. This
could mean identifying those skills that students are having the greatest difficulty. Some students
might even be identified as needing special education services. The data that CBM can have a
decisive impact on instructional strategies. For, the information it provides can be used to compare
the effectiveness of different instructional

The Education Of The Public Education
Abstract
Science, technology, engineering, and mathematics (STEM) curriculum in schools is undergoing a
revolution in public education. This revolution is sparked by an increase in federal funding over the
last decade. Between the years of 2011 and 2015, the federal government alone invested between
three and 3.7 billion dollars yearly for STEM education (Johnson, 2012) (White House Office of
Science and Technology Policy, 2014) and new STEM educational instructional strategies (Bruce–
Dacis, Gubbins, Gilson, Villanueva, & Foreman, 2014). Despite these new investments and changes,
many students are neither enrolling nor excelling in STEM programming, particularly students of
color (Museus, Palmer, Davis, & Maramba, 2011). Concurrently, many of the areas of greatest
economic opportunity exist in STEM related fields (National Research Council, 2011). In order to
overcome the opportunity gap that exists between White students and students of color, it is essential
for schools and districts to research and implement best practices related to STEM in classrooms.
The practices must not only be based in strong pedagogy and professional awareness, but also
include culturally responsive practices both within the classroom and the building (Johnson, Peters–
Burton, & Moore, 2016)and development of STEM mentors both in and out of the classroom (Ware
& Stein, 2013).
Chapter 1 Introduction
Background of the Problem
Science and math related education has been in an ongoing state

A Critical Review of a Senco Essay
A critical review on the role of the SENCO and dyslexia: how this role has been affected and
impacted upon by recent legislation
Introduction
The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what
dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner.
The writers begin with a definition of dyslexia stating that "dyslexia is a learning difference, a
combination of strengths and weaknesses". This is an informative definition as opposed to the
recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school
system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance
ought to be ... Show more content on Helpwriting.net ...
The largest identified area of special need in the school falls under SLCN ( Speech, Language and
Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children
have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of
SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of
need are Down's Syndrome ( 2%), Apert's Syndrome (2%), Social, Emotional and Behavioural
Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under
investigation for potential specific causes (6%). These needs are justifiable as they have been
recognised and identified as such by relevantly qualified and external agencies or are in the process
of being more specifically identified
.
A critical review of the role of the SENCO
The role of the SENCo has developed through government policy and undergone significant
changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which
states that the role of the SENCo includes identifying and placing pupils in need of special
educational provision on a graduated system, liaising with parents and other professionals in regards
to children with SEND and advising and supporting other practitioners in the field amongst other
responsibilities.

Effectiveness Of The No Child Left Behind Act Of 2001 (...
Introduction This study will focus on the effectiveness of the No Child Left Behind Act of 2001
(NCLB). The NCLB Act of 2001 was a reauthorization of the Elementary and Secondary Education
Act of 1965 (ESEA) (www.newamerica.org). The Elementary and Secondary Education Act of 1965
was a Great Society program that allocated federal funds for education and looked to hold schools
accountable (www2.ed.gov). The NCLB Act of 2001 was passed through Congress in 2001 with
bipartisan support and greatly increased the Federal Government's role in the education system and
almost 95,000 public schools to include standardized testing and holding these schools accountable
for student proficiency (www.newamerica.org). Data for elementary and secondary ... Show more
Are these students ready for post–secondary education and did NCLB assist in that readiness?
NCLB Review The No Child Left Behind Act of 2001 was signed into law by then President George
W. Bush on January 8, 2002. The statement of purpose for NCLB begins: The purpose of this title is
to ensure that all children have a fair, equal, and significant opportunity to obtain a high–quality
education and reach, at a minimum, proficiency on challenging State academic achievement
standards and state academic assessments (115 STAT. 1439). Lee and Jacob (2011) write that one of
the major goals of NCLB was to make every student proficient in mathematics and reading by
2013–2014. The NCLB most notable requirements were for standardized testing and holding
schools accountable through public reporting and sanctions. The law required that states test once a
year in reading and mathematics in third through eighth grades as well as once in tenth through
twelfth grades to continually monitor change (Lee and Jacob, 2011). Under NCLB, schools were
required to make adequate yearly progress (AYP), which was an increase in proficiency chosen by
the state in order to achieve its final goal of every student being proficient. There was a six year plan
for schools to make improvements inside of NCLB where the sanctions started fairly reasonable and
grew in

How Education Is The Key Focus On Improving Test Scores
For many years the government has played a role in how education was run. For decades, politics
has placed its focus on student test scores, how to increase those test scores, and standards that must
be followed in order to achieve the goals the politicians have set. Early childhood education has
been the key focus on improving test scores. According to the politics, test scores must meet above
average levels in order for students to become college and career ready. Greater emphasize is pushed
on math and reading levels to improve before students reach middle grade classes. Politics took
more control and are now pressing for state standardized test to prove student improvements and
well as school improvement. The government has ... Show more content on Helpwriting.net ...
Developed in 2001 but signed by President Bush in 2002, the NCLB was designed to include all
children the right to the same education, including those with disabilities (Educational Technology,
2012). It was designed to provide parents more options and better teaching methods for their
children with disabilities (Educational Technology, 2012). It described how and what students would
be learning and assessments given to prove their success. The NCLB was designed with academic
standards categorized by each individual state. By the 2005 school year, all states were to prove
their assessments for language arts and math in grades 3–8 every year, then once during their high
school years. By the 2007 school year, science assessments became mandatory. Although the NCLB
were designed to include children with disabilities, they were still expected to partake in the
assessments, even if it meant providing accommodations for them. Some accommodations could
include students with disabilities receiving extra time on test, having a small group management,
having test questions read aloud to them or allowing them to take extra breaks during the test (No
Child Left Behind Act (NCLB): An Overview, 2014). Since all schools were to prove a 100 percent
annual measurable objective by the end of the 2013 school year, most states had to apply for a
waiver to change their passing rates from 100 percent to a more realistic goal. Schools argued that
the goals for all

Supporting Learning Activities
Supporting Learning Activities – Unit 303 Outcome 1 1.1 The greatest contribution made by
teaching assistants is to children's learning when they are working with groups of children under the
management of the teacher. Teaching assistants may alternate between being a support for the whole
class to being specifically involved with individual or small groups of children. To ensure a teaching
assistant is able to support in the most effective way it is vital that they are well briefed. Teaching
assistants should have access to Literacy and Numeracy planning for the week first thing on a
Monday morning (or before) to ensure they are clear about the following; * the learning objectives
for the lesson, * the role of the teaching ... Show more content on Helpwriting.net ...
Special needs students with emotional, behavioural, mental, or physical disability are now often
mainstreamed for at least part of their school day. Gifted children are also often in the same
classroom and also need support, but a different kind (DfES 2004). This makes planning lessons that
service all pupils a complex and often difficult task. The teaching is also one that could rarely be
performed effectively by only one instructor (Bage, Grosvernor and Williams 1999). Hence, all
three adults must work together to ensure pupils' progress at an appropriate rate, balancing the
special needs pupil's entitlement and the needs of the broader class. All mainstream schools are
required to appoint a special needs coordinator from amongst their staff. The coordinator ensures the
school's special education needs policy (SEN policy) is properly carried out, and acts as a liaison
between pupils, parents, school staff, and any external agencies that may be involved (DfES 2005).
In addition, the coordinator often acts as an advocate for special needs students, aiding in both their
empowerment and success in the academic community (Parker 2000). The special needs coordinator
can be an aide to the classroom teacher in planning lessons that include all the students in that
particular classroom. First, the

The Elementary And Secondary Education Act
The The Elementary and Secondary Education Act (ESEA), was revamped in 2001 as the No Child
Left Behind Act (NCLB). Due to the time period of the inception and now, there is a pressing need
for reform. Even when the law expired four years ago, Congress continued to update the out of date
NCLB Act was never seriously considered by the House Committee on Education and the
Workforce until now. Since the Republicans assumed control of the House of Representatives, they
have created and passed a series of reaffirmation bills out of the particular committee such as the
Empowering Parents through Quality Charter Schools Act, which passed through the House of
Representatives with a great bipartisan majority. This bill is part of the attempt to reform the
outmoded NCLB Act.
At inception, the NCLB Act was thought of as revolutionary, and in some ways it was. The larger
use of data helped superintendents, school boards, and teachers identify students that were in need
of additional instruction and offered parents a view of the quality of the schools. But, even with
these innovations, the NCLB Act had some weaknesses. The Adequate Yearly Progress (AYP) is a
"one–size–fits–all" standard that hampers states' and school districts' ability to appropriately gauge
the learning done by the students and to tailor the schools' curriculums to enable the students to
graduate high schools successfully prepared for any postsecondary education or the workforce. The
system of mandated

History Of Southwest Evaluation Association Assessment
History of the Northwest Evaluation Association Assessment Background Information The
Northwest Evaluation Association (NWEA) is a nonprofit organization committed to helping school
districts improve instruction and learning for all students. Their aim is to give teachers data they can
use to inform classroom instruction, and their ambition is to transform education. NWEA's mission:
"As a not–for–profit organization, we continue to honor our founders' spirit and their collaborative
approach to improving teaching and learning. Our mission, Partnering to help all kids learn®,
informs all aspects of our work." (NWEA, 2014) Founded in 1977 in Oregon and Washington State,
NWEA's scholars were Allan Olson, George Ingebo, and Vic Doherty. (NWEA, 2014) The
association was dedicated to build a new kind of testing system to measure and track an individual
student's educational level and growth. Over the decades, NWEA has grown from a collaboration of
14 school districts to a global organization. Today, their products and services support educators and
their students in over 7,400 schools, districts, and educational agencies worldwide. (NWEA, 2014)
Their model was grounded on an "empirically–derived scale based on Danish mathematician George
Rasch's Item Response Theory model. (NWEA, 2014) The Rasch Unit (RIT) scale was developed to
measure student growth over the course of a year, and from year to year. The first computer adaptive
educational NWEA assessment was launched in

The Practice Of Questioning Within Formative Assessment
1. Introduction
With recent changes and reform to primary education assessment and removal of standard levels,
assessment is the subject of great discussion in education. In this assignment I will be investigating
the practice of questioning within formative assessment; the theory behind it, strategies and
evidence I have seen in the autumn term of my 'Home' placement. I have chosen to investigate this
aspect of formative assessment in mathematics, as this is the subject in which I have had most
teaching practice and opportunities to formatively assess children's progress and implement
Assessment for Learning. It has also been an area I have found challenging, in particular how to
question children to promote higher order thinking in mathematics, a subject that many children find
challenging.
Andrew Pollard (2014) suggests in his book of reflective teaching to take elements of teaching from
the classroom that you think will work for you. He explains three elements underpin teaching; craft,
science and creativity. Throughout my first term of placement and the research and literature I have
submerged myself in, I have come to appreciate the context he means these three areas in and how
they are all interwoven to develop a personal pedagogy. In this assignment I will reflect upon the
literature I have digested and explain the strategies and philosophies I have taken from leading
educational academics and their research to develop my own approach to primary mathematics

The National Assessment Of Educational Progress Essay
"The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail
to achieve basic levels of reading achievement" (Lonigan & Shanahan, 2008, p. 13). Studies have
indicated that the literacy skills of young children are indicators of their literacy learning in later
grades (Lonigan & Shanahan, 2008, p. 13). In order to be successful when teaching students how to
read, there are five reading components that needs to be addressed in a classroom. These five
reading components consist of phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension (Armbruster, Lehr, Osborn, Adler, & Noonis, n.d., p.ii). Even though there are
countless ways in which teachers can instruct their students in these different areas, an ideal reading
program for the first grade might pertain the different teaching methods as discussed below.
I. Phonemic Awareness
"Phonemic awareness is the awareness that the speech stream consists of a sequence of sounds–
specifically phonemes, the smallest unit of sound that makes a difference in communication" (Yopp
& Yopp, 2000). Research has indicated that phonemic awareness is a requirement when learning to
read (Tompkins, 2014, p. 150). The reason that phonemic awareness is so instrumental when
learning how to read is because one must be attentive to the different sounds that make up a word
and how these sounds work. They must also be able to make the connections between these sounds
and the word

3 Key Issues that Affect Educational Outcomes for...
The curriculum in Australian schools is a highly contentious and political issue. For remote
indigenous communities this is even more so. School curriculums in Australia are western culturally
based and thus this effects the learning capabilities of indigenous students in remote communities.
"Most indigenous Australians living in the Northern Territory want their children to go to school and
get an education. They also want their children to learn the ways of their ancestors, to be strong in
the knowledge of their indigenous laws and beliefs."(Linkson, M. 1999, pp. 41–48) School
curriculums are for the majority of students, which in Australia is mainly western. The cultural bias
in our school curriculums is inextricably linked to the ... Show more content on Helpwriting.net ...
A great majority of those are living in indigenous communities and speak first languages other than
English". (Linkson, M. 1999, pp. 41–48) Indigenous students in remote communities present a
number of challenges for teachers as students often have English as a second or even third language,
thus teaching a curriculum that is biased to western culture and language would further exacerbate
the gap between learning and achievement.
Remote indigenous communities are often some distance away from any mainstream schooling.
Communities can be isolated by the rains and flooded rivers for up to 5 months, this geographical
aspect affects the quality and consistency of educational services available. Remoteness also
increases the cost involved in getting educational infrastructure to these communities, making
education and training low priority for communities without high levels of community ownership
and control. "In remote and isolated communities where indigenous cultural activities are
historically informed and remain strong, outside priorities driven by people from Australian English
speaking, Western society may be given a low priority or may not be well understood." (Pat Torres
& Allan Arnott 1999 pp, 225–234) Isolated and remote communities have few economic
opportunities for uneducated indigenous Australians. "The government in remote communities
generally supplements the local economy with basic infrastructure such as power, water, and the
provision of

Alaskan Education Standards
Are educational standards and methods of accountability a bad idea? Most government officials,
educators, and parents would agree that we need a standard to educate the present generations for
the global world in which they will live. Across the United States each individual state has its own
method of achieving their vision of what educational success looks like for their unique student
population. Presently educators in the state of Alaska find themselves in a vortex of controversy as
they try to implement teaching strategies and demonstrate student proficiency set by the Alaska
State Board of Education and Early Developments new adoption of K–12 Alaska Standards.
Educators face the challenge of meeting these standards which were set forth ... Show more content
on Helpwriting.net ...
Originally the Standard Based Assessment exam was used from 2012 to 2014 in order to evaluate
the students' proficiency on content–based material ( ). Just last year a new testing method, the
Alaska Measures of Progress testing in the areas of mathematics, reading, and writing was adopted (
). The shift from the Standard Base Assessment to the Alaska Measure of Progress was the
Department of Education desire to have students prepared for secondary education or work
placement expectations set for in the statement. The Alaska Measure of Progress exam are
drastically different in questioning, scoring, achievement definitions, and score parameters then the
preceding testing assessment ( ) This lack of comparison leaves the educators in a glitch as they try
to educate their students in content–based material without having reliable proficiency testing
results. As of this writing the educator will only have the snapshot of last year's results to direct,
guide, and implement their teaching strategies to facilitate the learning process in the classroom.
However these test results scores are presently being debated in open forum to the public to set
cutoff scores for the four categories in which the student will show proficiency ( ) . So without
adequate guidance the teacher is hampered in their efforts to educate a diverse

Constant Feedback
Feedback
Instant feedback is a formative assessment where the educator can assess the child's progress and
determine a plan of action. Feedback teaches the student the steps needed to accomplish questions or
quests. (Balan, Moldoveanu, Moldoveanu & Morar, 2016) The gamified lesson should have a
positive effect on the student where information is provided about the lesson. Feedback can happen
through some cognitive processes, which included " restructuring understanding, confirming to
students that they are correct or incorrect and strategies to understand particular information." Not
only do students find feedback beneficial, but teachers can use the information that the gamified
program provides and to help those students who are weak ... Show more content on Helpwriting.net
...
Like previously stated, it is important to create a gamified online game where the students have
clear rules, objectives, goals, outcome, feedback, rewards, problem solving, a safe environment and
a sense of mastery. Just playing math games will not be conducive to learning, there has to be an
objective. (Zhang, 2015).
Differentiated instructions and gamification.
Students enter the classroom with a wide range of skill level in mathematics. Addressing the
learning needs in the classroom can be difficult for educators to tackle. This is when differentiated
institutions can be incorporated in the classroom. Differentiated instruction are lessons constructed
individually for each student to learn at their level. Educators use their curriculum to create clear
learning goals, ongoing assessments, and a learning environment focused on students learning
profiles. This practice helps address the many learning needs of the students in the

English Proficiency Essay
The National Center for Education Statistics reports there are approximately 4.6 million students
classified as English Language Learners (ELLs) that are attending public schools in the United
States (National Center for Education Statistics, 2017). As the number of students with diverse
cultural and linguistic backgrounds continue to rise, school districts are faced with the demand of
devising appropriate educational programs. Providing ELLs with appropriate academic support
became prominent after the No Child Left Behind Act (NCLB; Public Law No. 107–110, 115 Stat.
1425, 2002) held states responsible for developing academic standards and a testing system that
complied with the federal regulations. States were held accountable for the ... Show more content on
Helpwriting.net ...
According to the OCR, goals for ELLs should relate to goals established for all students throughout
the district. School districts are encouraged to consider the population they apply to, the level of
expected performance, when the performance should be achieved, and how the success of ELL
students will be measured. Ultimately, the goals established should address both content area classes
and English language development all while being complying with New York State regulations.
Programs for students with limited English proficiency must include the following: (1) constructed
from a sound educational theory; (2) sufficiently supported to result in program success; and (3)
regularly evaluated and revised, if necessary. To create an effective program, school districts should
consider both educational goals and acquisition of the English language. In addition to goals that
address the targeted population's needs, an ELL plan also needs to be comprehensive and detailed so
all school personnel is able to comply with the plan with little guidance. Districts are required to
revise their ELL plans if a program fails to demonstrate achievement of the goals established. If
goals are not established, an ELL plan's success is measured if students are participating in
classrooms and demonstrating progress with English language development.With the responsibility
of establishing ELL program goals being left up to the districts, variations of achievement criteria
differ within and across

President Obama's Case For Immigration Reform
President Obama traveled to El Paso, Texas, to again make the case for immigration reform, he
talked about the tragedy of a policy that denies children the chance to earn a college education
because of how their parents entered the country. But in other ways, in America already failed in
their fastest – growing Hispanic, hispanic Americans, long before they reach college and regardless
of wheather they were born here or not. Amount of Hispanic in America will increased. From 16 %
and will become 30 % in 2050. This is clear that amount of Hispanic in America will increased
every years, property the immigration reform can learning together with Americans. President
Obama open again this case because he wants Hispanic can learning together with

The Current Structure Of The America 's Educational System
Is the current structure of the America's educational system holding us back from making progress?
This topic is a current debate within educational and political circles, yet a solution to America's
educational crisis has not been established. One party feels that schools should be nationally
controlled or moved to the private sector and only through aggressive reform can real progress be
made. The opposite side of the argument feels we should hold onto America's traditions, and the
constant inconsistencies and reforms have caused the educational crisis. Unfortunately the U.S
political climate controls our system and treats students as another campaign point. The U.S.
educational system needs some aspects of educational control under a standardized, national system
while other aspects of education should remain in the hands of local communities to uphold the
diverse cultural needs of America's students. Certain aspects of U.S. educational system need
standardization in order to ensure an equitable education for all learners. A proposed shift of all local
and state control is not suggested, but by making three substantial changes all learners would
benefit. It is time for a child's future not to be determined by their neighborhood. If the U.S.
Department of Education maintained control over national standards and assessment, as well as, the
curriculum of core subject, our educational system would vastly improve. Control of teachers'
evaluations, hiring and firing

The Need for Student Assessment
Introduction The concept student assessment has become a key element and tool for the
improvement of student academic outcomes (Shapiro,2008).Student assessment is a legal
requirement as seen in the No Child Left Behind (NCLB) law as well as the 2004 Individuals with
Disabilities Education Act (IDEA). Extant literature has been dedicated to this concept and they all
show how the concept of Student assessment can be applied across all academic domains including
reading, writing, mathematics, spelling, composition as well as other academic areas in an effort of
improving academic outcomes (Hosp & Hosp, 2003).In this paper, we evaluate the perceived
benefits of student assessment and progress tracking system. In the paper, we consider the purpose,
range and effectiveness of three key assessment approaches used in our area of learning. We also
discuss how such assessments can impact on educational standards. The need for student assessment
Student assessment can be used in the creation of instructional groups as noted by Fuchs, Fuchs and
Bishop (1992).It can also be used in identifying skill deficits (Whinnery & Stecker, 1992),screen
students for cases of potential early school failure as noted by Speece and Case, (2001) as well as
help in the evaluation of the reintegration process for the students who are moving from special to
the general education setting as noted by Shinn, Powell–Smith, Good and Baker (1997).Student
assessment is noted by Shapiro (2008) to have value

Summary Of A Test Worth Teaching To Susan Headden
Name:
Instructor's Name:
Course:
Date:
Summary of "A Test Worth Teaching To"
In "A Test Worth Teaching To," Susan Headden describes her study of DC CAS tests and concludes
that the tests are ineffective. Headden begins by narrating an experience of a teacher by the name
Voskuil who is so good at what he does that he manages to turn around a nonperforming school. The
teacher drills the students since they are to take the DC CAS tests in April. The teacher admits that
he does not like this method of "teaching to the test" (Headden p2). Notably, Voskuil is not the only
one who shares such sentiments about the American way of teaching. Many believe that this way of
teaching degrades the whole learning experience. In the same vein, reformers who believe in the
best educational standards are not happy with the current narrow–minded test preparations (Headden
p4). ... Show more content on Helpwriting.net ...
These two countries outperform the United States of America in matters education. Headden
wondered why this was the case yet both Australia and Singapore use assessment tests in their
education sector. Mark Tucker, quoted in Headden's article, explains that the problem is not the test
but the nature of the test. He notes that while the American tests are only made up of multiple–
choice questions, Australia and Singapore's tests are made up of open–ended questions that require
the students to write extensively. For the same reason, Mark notes that the national obsession with
the test methodology is the major undoing of the American education system (Headden p12). Mark
opines that it is time the American educational experts embraced a more engaging way of teaching
that does not require the students to memorize questions and answers that may not even be relevant
to what they are

National Assessment Of Educational Progress: Naep Analysis
NAEP stands for National Assessment of Educational Progress. "The National Assessment of
Educational Progress (NAEP) is the largest nationally representative and continuing assessment of
what America's students know and can do in various subject areas" (NAEP– Overview, 2017). The
tested subject areas are: science, mathematics, history, geography, economics, the arts, and reading.
"NAEP is the only test that can give a true representation of education in our country, because it is
the only test that is given in the same way, asks the same questions, and is graded on the same scale
across the nation" (NAEP–StudentFAQ, 2017). These assessments are completed intermittently to
students in grades 4, 8, and 12. The NAEP subject assessments are administered consistently using
identical sets of testing materials and booklets throughout the country. "NAEP results serve as a
common metric for all states and selected urban districts. The assessment stays essentially the same
from year to year, with only carefully documented changes. This permits NAEP to provide a clear
picture of student academic progress over time" (NAEP–Overview, 2017). Students are selected by
random but accurately represent the student population in our nation and ... Show more content on
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(2015, October). Summary of research generated by Striving Readers on the effectiveness of
Interventions for struggling adolescent readers.
https://ies.ed.gov/ncee/pubs/20164001/pdf/20164001.pdf Connor, C., Alberto, P., Compton, D.,
O'Connor. (2014, February). Improving Reading Outcomes for Students with or at Risk for Reading
Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research
Centers. https://ies.ed.gov/ncser/pubs/20143000/pdf/20143000.pdf
NAEP Nations Report Card – National Assessment of Educational Progress – NAEP. (n.d.).
Retrieved June 16, 2017, from

Literacy Is A Fundamental Basis Of A Student 's Academic...
Literacy is a fundamental basis of a student's academic success. Without the skills of language,
reading, and writing, children will have limited academic, economic, social, and emotional success
in school and later in life (Maddox & Fung, 2013, p.3). According to the National Assessment of
Educational Progress, 33% of U.S. students in elementary schools read below the basic reading level
(NAEP, 2009). During this time, the Common Core initiative was in works to ensure that all
students across America were graduating high school ready for college, career, and life. In 2010, a
majority of the United States adopted the Common Core State Standards [CCSS]. Within these
expectations the language, reading, and writing strands were developed for all grade levels. These
three strands were developed to prepare children to become literate. The CCSS are the most
effective way to implement goals for literacy education, for American students to succeed not only
in school, but in the future. First, it is important to understand what it means to be literate and why
being literate is important in today's society. To be literate today means much more than being able
to read and write. For a child today, it means that they are better able to create, critique, and analyze
material. It is important to obtain these skills due to the rise in technology. Children need to be able
to read, analyze, and evaluate what they find online in order to succeed in school. Building upon
these skills

The Fastest Growing Subgroup Of The Nation Are English...
The fastest growing subgroup in the nation are English Language Learners (ELLs). Over a period of
10 years, from 1995 to 2005, ELL students grew over 60% (Wolf, Herman, Bachman, Bailey, &
Griffin, 2008). Since 1980, the number of residents aged five years and older that speak a language
other than English at home has more than doubled. Fewer than half of these residents are proficient
in English. Utah is showing similar trends in population as it is growing more ethnically and racially
diverse. Families coming into Utah are immigrants that do not speak English at home. While the
majority of Utahan's are White, Utah Quick Facts from the U.S. Census Bureau (2014) show that
Hispanic/Latinos represents 13.3% of Utah's largest ethnic group. Asians represent 2.2%, American
Indians/Alaskan Natives 1.5%, Blacks/African American 1.3%, and Pacific Islanders 0.9%.
Not only is the ELL population growing, but the diversity of students is growing as well. It is the
responsibility of Utah's school administrators, school board members, and teachers to provide an
equitable and challenging education to all students. Utah's schools serve over 51,249 K–12 English
learners with 134 languages represented (Utah State Office of Education Title III Program, 2014).
Utah's population of ELLs is diverse and while many of these students are in the process of
acquiring English, they are entering Utah classrooms at different ages and grades along with varying
degrees of educational

National Assessment Of Educational Progress
The National Assessment of Educational Progress (NAEP) measures the progress of 4th and 8th
graders educational achievement in mathematics and reading every two years. In 2013, almost two–
thirds of 4th graders read below or at the basic level which indicated students failed to master the
basic reading skills that are fundamental for proficient work at each grade level. (National
Assessment of Educational Progress [NAEP], 2013). Reading plays an important role in a child's
development: socially, academically and personal. (Bishop & Leonard, 2000; Kamil, Mosenthal,
Pearson & Barr, 2000). Reading increases general knowledge as well as reading achievement.
Frequent readers have larger vocabularies, better literacy skills and better spelling and ... Show more
Six months after intervention, the gains were still evident. Emergent literacy skills are not simply
developed by just reading to children. Over the last few decades, research has stated that it is not the
quantity but the quality of book reading (Scarborough & Dobrich, 1994). How children are read to
affects their engagement and what they take away from the experience (Fluery et al.,2014).
Speech Language Impairment and Literacy
Most young children develop these skills for reading prior to kindergarten during literacy
interactions (e.g. shared book reading) in the home or early childhood education settings. Yet, some
children are at risk for delays in emergent literacy skills due to diverse home environments (e.g.
socioeconomic status), language impairment and poor literacy experiences (Girolametto et al., 2012;
McGinty & Justice, 2009). Language impairments may negatively impact children's interaction and
benefits from literacy (Marvin, 1994; Schuele & van Kleeck, 1987). Marvin and Wright (1997)
found that some children with language impairments interaction with adults and print were not well
supported in the home even though caregivers reported they engaged in print and non–print
activities. Parents did

Assessment Tools Paper
Assessment Tools Paper Liberty University Online
Abstract
The paper covers six different assessment tools used to determine children's learning profiles. This
includes his or her interests, ability/intellectual level, achievement level, and personality type.
Findings contain the Strong Interest Inventory, the Reynolds Intellectual Assessment Scales (RIAS),
the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), the National Assessment of Educational
Progress (NAEP), the End–of–Course–Tests (EOCT), and the Myers–Briggs Type Indicator. Each
section will answer key questions and give a short description of the given assessment tool. The goal
of the paper is to ... Show more content on Helpwriting.net ...
National Assessment of Educational Progress (NAEP) Our nation utilizes the NAEP to evaluate
subject–matter achievement, instructional experiences, and school environment. It covers twelve
different subject areas: the arts, civics, economics, foreign language, geography, mathematics,
reading, science, technology and engineering literacy, U.S. history, world history, and writing. Each
assessment takes 90 minutes. Currently it is a paper–and–pencil test, but it is moving into computer
based applications. It is conducted in a group setting and submitted to another party for scoring. The
results do not provide individual scores. The goal of this assessment is to represent a report card for
the nation as a whole. However, each state can get the data for its region. Educators can use this
information to collaborate and determine what general areas need improvement or greater focus. B.
End–of–Course–Tests (EOCT) Georgia requires that students take EOCT's at the completion of a
particular class in high school. It assesses the mastery of content and counts as 20% of the student's
final grade. There are two different forms of the test: state and local. State assessments focus on the
content areas of Coordinate Algebra, Analytic Geometry, Mathematics II, GPS Geometry, United
States History, Economics, Biology, Physical Science, 9th Grade Literature and Composition, and
American Literature and Composition. All other courses have a

The Role Of Response To Intervention In Special Education
The Roots of Response to Intervention
In 2002, the President's Commision on Excellence in Special Education report stated that many
students are "placed in special education are instructional casualties and not students with
disabilities. They noted that almost half of all children in special education were identified as having
a learning disability, and this group has grown since 1976. 80% of those students with learning
disabilities are there " simply because they haven't learned how to read." Thus, many children
receiving special education because they weren't taught to read, and few close the achievement gap
(President's Commision on Excellence in Special Education, 2002).
The reauthorization of Individuals with Disabilities Education ... Show more content on
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Their framework includes a schoolwide or districtwide comprehensive system of social–emotional
learning and behavioral supports, where educators model respectful behaviors, support engagement
and connectedness to school, assess the climate, with early intervention to prevents more serious
issues later, as well as making sure teachers address the same social–emotional competencies and
behavioral expectations across grades (Connecticut State Department of Education Bureau of
School and District Improvement, 2003).
Connecticut refers to the response to instruction framework as Scientific Research–Based
Interventions. The state of Connecticut's Department of Education identifies these basic principles
when planning a program that uses Scientific Research–Based Interventions (SRBI) (Connecticut
State Department of Education Bureau of School and District Improvement,2003):
The assumption that scientific research should be used to inform educational practice as much as

National Assessment Of Educational Progress
National Assessment of Educational Progress supports that kids who tested in the 8th and 12th
grades in 2008, students scored high on the writing portion, but low in mathematics (Wilcox,
Monroe 2017). Fortunately, many teachers are integrating math into multiple disciplines such as
writing and literacy, technology, science, social sciences and concrete or real–life examples, and
music. Teachers are asked to blend mathematics into writing so students can think, write and discuss
their thinking to understand the math content on a deeper level of understanding.
According to Burris (2013). Third grade students understand the math concept of place value at a
deeper level if they are given the chance to work with technology using base–ten ... Show more
At the end of each day students can write reflections on how their understanding of math has
changed or improved from earlier discussions. Music is another way to improve mathematical
concepts. According to Kristina C., author of Teacher Math With Music, Academic Music is a
program or curriculum study done by science daily, state that fractions are hard concepts for
students to learn and if they struggle with fractions, they may struggle with algebra. Science daily
stated "music notation, clapping, drumming and chanting" to introduce concepts of fractions to
third–graders" (Care2 2012). Students in the Academic music program did 50 percent better than the
rest of the students on test in traditional math (Care2 2012). Students receive a more meaningful
experience to math when music is added, young kids love music, and can improve student thinking,
and increase student engagement. Adding music into the classroom also helps with students
emotional well–being since music can rouse or calm emotions. Music, reading, and interconnect
with each other.
Because music and writing go hand in hand, third grade students will be able more engaged in the
content and will learn to actively collaborate with their peers. For example, Mr. MacCarthy, a
middle school math teacher integrates writing, music, and creativity, and collaboration in his
classroom. He specifically splits students into groups and lets each group create their own rap song
about Algebra (2015).

Testing And De Grading Schools : Authentic Alternatives...
Alex Guerrero July 4, 2015 EDDL 941 Book Review Bower, J., & Thomas, P. L. (Eds.). (2013).
De–testing and de–grading schools: Authentic alternatives to accountability and standardization.
New York: Peter Lang Publishing Inc. Synopsis: I found De–testing and de–grading schools:
Authentic alternatives to accountability and standardization by Bower and Thomas, an interesting
read and consistent with the critiques of high stakes testing and assessment we've read about and
watched in this class. It is a collection of essays from educators and stakeholders in the field. The
book is broken up into distinct sections, the first focused on testing and the second on grading. A
historical context regarding failures of testing and grading is also provided to give context to the
current problems with high stakes assessment and grading. The main message presented in this book
is that high stakes testing and assessments (grading) are not working and alternatives should be
considered. Specifically, the law of No Child Left Behind is critiqued through out, especially in the
first few chapters. Each essay in this book gives its own perspective along with their own arguments
and case studies to demonstrate that high stakes testing and assessment are failing American kids.
Some empirical evidence is used but it's mainly arguments with specific examples from the field.
This begins early on, literally in the introduction, when Kohn makes the argument that grades and
tests predict

The National Assessment Of Educational Progress Essay
In 2013 the National Assessment of Educational Progress, reported their average reading scores
across the United States of America. The average score of white students was 47% at or above the
proficient passing level. In comparison, Hispanics scored an average of 23%, and blacks scored an
average of 16% in reading at or above a proficient level. In mathematics, white students scored an
average of 33%, following them would be the Hispanic students with a score of 12% and blacks
with a 7% average. As the years progressed, the achievement gap widened (National Center for
Education Statistics, 2014).
In 2015 the National Assessment of Educational Progress, published another report, again showing
the scores across America in the subjects of Reading and Mathematics. Hispanics presented us with
a higher score of 25% of their students being at or above the required proficient level, while black
students only ranged 17% above or at proficient levels in reading. This is in comparison to white
student who scored 46% at or above the proficiency level. Moreover, Hispanics students scored
12%, while black students scored only 7% at or above proficiency level on mathematics tests. In
contrast to their white counterparts that scored 32% (National Center for Education Statistics, 2016).
Racial and ethnic disparity in instruction has a long and constant history in the United States.
Starting in 1954, nonetheless, when the Supreme Court ruled in Brown v. Board of Education that
racial

Educational Measurement and Evaluation Has Proved Itself...
A TERM PAPER ON THE TOPIC: EDUCATIONAL MEASUREMENT AND EVALUATION
HAS PROVED ITSELF MOST RELEVANT IN ACADEMIC SETTING (DISCUSS). PREPARED
BY USORO, THERESA DOMIINIC GUIDANCE AND COUNSELLING
DEPARTMENT/SOCIAL STUDIES COURSE TITLE: MEASUREMENT AND EVALUATION
COURSE CODE: EDU 441 SUBMITTED TO MR I.O. IHEAKA INTRODUCTION Educational
evaluation started off as a branch of psychology in the late 50s, as a result of curriculum
innovations. It was then referred to as Educational Measurement, Measurement and Evaluation or
Test and Measurement. Within the last few decades, educational evaluation has grown into a
separate, independent discipline, though with some leanings on the ideas of psychologists,
psychometricians and statisticians. ... Show more content on Helpwriting.net ...
Using the evaluation results to improve learning and teaching. More so, evaluation is a continuous
process. It is essential in all fields of teaching and learning activity where judgment needs to be
made. All evaluation devices/instruments should be valid and reliable. They are valid when they
measure what they aim to measure, and they are reliable when they produce consistent results over
time. The teacher as an evaluator should be impartial as much as possible. He should try to avoid
personal prejudices. All evaluation instruments should take into account the practical problems of
administering and marking of the responses i.e. the instruments should be convenient to administer
and clear to the pupils. The pupils' responses should be easy to mark. Educational evaluation should
be well planned in advance and should be carried out continuously, periodically and at least each
term. Innovations Brought About in the Evaluation Technique of the Nigerian Educational System
There are some faults that can be identified in the evaluation techniques used before, which through
the efforts of the educational evaluators, have been corrected or perfected. The evaluation technique
used before was the one–shot or final, end–of–term or year or session examination. This technique
had served as a great 'threat' to the students, resulting in students' cheating, memorizing notes and
carrying out premature search for question papers in a bid to pass. Students who passed the end of
the

The National Assessment For Educational Progress
INTRODUCTION
Background
The National Assessment for Educational Progress (2015) reported that there is an academic
achievement gap between black and white students. The academic achievement gap refers to the
statistical difference between the scores of students with different backgrounds such as:
race/ethnicity, gender disability and income. The long–term result of the achievement gap is there is
a gap in high school and college completion and job placement. Strategies to close the academic
achievement gap are still being explored and smaller class sizes could be a solution. Class size refers
to the number of students in one class, and it varies by school district and grade. In 2003, the
Association for Supervision and Curriculum Development reported that reducing class size,
especially in elementary school could have a positive affect on student achievement. In addition,
classes with 20 or less students improves teacher moral and increases the amount of class time
devoted to instruction. A long–term affect of smaller class size in the early years is that the students
graduate and attend post–secondary education at higher rates than students who were mostly in large
classes. Lastly, the Association for Supervision and Curriculum Development reported that the
students that benefit the most academically from reduced class sizes are minority students and
students from impoverished backgrounds.
Problem Statement
Despite the academic benefits of class size reduction, many

SEND Code Of Practice Essay
The following essay goes into detail on supporting learners with special educational needs and
disabilities, key pieces of legislation and the changes enforced which have influenced current
practice. The SEND code of practice (2015) refers to Special Educational Needs and Disability
(SEND) as; a young–person or child who has a learning difficulty and/or disability which requires
special educational provisions to be put in place (GOV 2015). The SEND code of practice is
statutory and further enforces that adaptations are made to the National Curriculum (2014), and
EYFS(ref), in different educational settings to promote inclusion. This is supported by the Equality
Act (2010), entailing no direct or indirect discrimination takes place. Additionally, that reasonable
adjustments are made to meet the individual need. Planning, observation and communication
influence how these provisions are accommodated and furthermore the student's progress and
attitudes towards their education.
The Warnock report had a profound impact ... Show more content on Helpwriting.net ...
This is a legal documentation that aligns the requirements for the Early Years Foundation Stage, 'its
core is about quality care and education' (Tassoni, 2008:1). The most recent EYFS document states
there are seven Early learning goals that children are required to reach by the end of reception.
These are: Personal, Social and Emotional Development; Communication and Language; literacy;
Mathematics; Knowledge and Understanding of the World; Physical Development; Expressive arts
and design (EYFS, 2017). Along with these Early learning goals, there are four main principles of
practice for practitioners to build upon; A Unique child, Positive Relationships, Enabling
Environments, Learning and Development. It is the practitioner's role to furnish a safe and rich
environment for them to flourish and

Quality Management Systems and Vocational Education...
Quality Management Systems and Vocational Education Assessment
Quality management systems such as Total Quality Management (TQM), Quality Control (QC), and
International Organization for Standardization (ISO) 9000 focus on the continuous improvement of
products and services, customer satisfaction, and participatory manage–ment. Although much has
been written about quality management systems and their application in business, industry, and
(more recently) education, little connection has been made between these systems and educational
assessment. This paper explores the three most prestigious awards recognizing quality improvement
in business and industry and describes how the criteria for business and industry assessments of
quality ... Show more content on Helpwriting.net ...
In 1987, the ISO published a series of global quality system standards called ISO 9000, which are
designed to improve productivity and reduce costs in the marketplace. "The ISO 9000 series intends
to stimulate trade by providing third–party assurance of an organization's ability to meet
specifications and perform negotiated standards" (ibid., p. 65). The focus of ISO 9000 is on the
organization's quality system––its design, development, production, and servicing capacities, not on
product quality. ISO 9000 Registration attests that a company has a "documented quality system that
is full deployed and consistently followed" (ibid.).
Vocational Education Assessment
The reception of any one of these quality awards hinges upon the positive assessment of a
company's quality operations and achievement of continuous improvement, which results in a
certification of excellence. In vocational education, assessment is also a way of determining how
and to what extent quality improvement systems are changing educational practices and outcomes.
Skill standards describe the essential knowledge, skills, and behaviors critical to an occupational
area; assessments measure the achievement of those standards; and certifications result in
credentials that state the standards that have been achieved.
When comparing the standards for the quality management systems awards to

Politics And Education : Past And Present
Politics and Education: Past and Present Politics has had its hand in education as far back as the first
settlers in the 1600's when laws were passed to require towns to hire a schoolmaster to teach the
children to read and write. However, the hand of politics in education has become heavier since the
1960's. Parents, educators and politicians became much more interested and concerned about the
progress of the students in the United States as compared to students in other countries, so the
National Assessment of Educational Progress (NAEP) was established in 1969 to assess students'
knowledge and mastery of subject matter and to report the findings in the Nation's Report Card.
Through the years there have been many changes in education based on political policies with one
of the most recent being the Every Student Succeeds Act (ESSA) signed by President Barack
Obama on December 10, 2015. In this paper, I will look at the political policies that have changed
the face of education throughout the years and how these national policies have also affected our
education in Mississippi. Partially due to the launch of Sputnik by the Russians in 1957, the United
States became very determined to improve its educational system so that we could continue to
compete with other countries. To assist with this effort, it was determined that there should be a
method of assessing student progress over time and a committee was formed through funding from
the renewal of the Elementary and

Student Assessment
A current policy issue that is plaguing our educational system is the emphasis put on student
assessments. Teachers are at odds in their classrooms on whether to teach the necessities that
students will need to be productive in our society, to simply teach what will be tested on state and
federally mandated assessments, or both. Teachers are forced to find a balance within their
instructions due to the time restraints that stand in their way. When teachers are able to find this
balance and present all the concepts that are included in assessment, plus all other concepts, the
results from the assessments can be very beneficial to their classrooms. Assessment results have
important implications for instruction. The primary aim of ... Show more content on Helpwriting.net
...
This limitation is primarily a concern in large–scale districts or state testing situations where
important decisions are based on a limited sample of student performances. The most important
factors in determining the technical quality of assessments are the assessments' reliability, validity,
and fairness. If the quality of an assessment is not ensured, grouping practices, and coverage and
pacing decisions may be based on invalid estimates of students' capabilities. Sometimes grouping
decisions can reflect or reinforce racial and socioeconomic inequities, or the decisions might be
based on prior achievement that was artificially low due to past limited opportunities to learn. If all
students have not had an equal opportunity to learn, then grouping and pacing decisions based on
test results are unfair. (North Central Regional Educational Laboratory, 1991) Good assessment
requires minimizing factors that could lead to misinterpretation of results. The criteria for meeting
this requirement are reliability, validity, and fairness. Reliability is defined as "an indication of the
consistency of scores across evaluators or over time." An assessment is considered reliable when the
same results occur regardless of when the assessment occurs or who does the scoring. There should
be compelling

How Free Independent Reading Can Successfully Impact...
Facebook, texting, TV, sport and club activities, jobs, family obligations, schoolwork, and hanging
out with friends –– these are the activities that make up a teenager's world today. Add sleeping time
into this mix, and the once popular leisure activity called reading ranks among most teenagers'
lowest priorities. In the high–tech, high–speed 21st century, reading proficiency is an essential tool
to compete in today's global marketplace. Yet numerous study results show a continual decline in
students' reading performance. The 2007 reading study by the National Endowment for the Arts
noted that "reading has slipped to a mere eight minutes per day for 18–24–year–olds" (To Read or
Not to Read: A Question of National Consequence, p. 10). A ... Show more content on
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The Panel's controversial findings have since been refuted by key board members (Stahl, 2004; Wu
& Samuels, 2004) and leading reading researchers (Krashen, 2002; Pilgreen, 2000; Reutzel, et at.,
2008) to reflect over forty years' of reading research which supports independent reading time as an
effective method of bolstering students' reading comprehension, vocabulary, grammar, writing skills,
and general knowledge. The controversy between researchers indicates a need for further study
about the efficacy of independent reading. Specifically, the literature about traditional SSR seems to
indicate a closer examination of these key areas: (a) teacher role in SSR, (b) student engagement in
SSR, and (c) current revisions to the traditional independent reading format.
Teacher Role in SSR Traditionally, the primary role of the teacher during SSR has been to model a
positive attitude and interest in reading. As the class engages in SSR, the teacher reads his/her own
book to model. New Zealand teachers/researchers Parr and Maguiness suggest that teachers should
engage students with texts through student–led conferences instead of modeling reading (Parr &
Maguiness 2005). Former secondary school teacher and current Director of Reading at the
University of La Verne in California, Janice Pilgreen believes that teacher encouragement in the
form of discussions and sharing to be as

What Are The Pros And Cons Of Common Core
Common Core State Standards have been a hot topic for a few years. While both sides of the
argument make valid points, often people lose sight of the greatest importance in the debate. The
students. The children's best interests need to be on the forefront of either side. Nearly all can agree
that in education a national set of standards is necessary for this country. This is not the first time in
history that America's educational principles have been up for debate. The basic idea of common
core is to prepare students for responsibility as a citizen in this society. Students must be able to read
and distill complex sentences and must be equipped with basic mathematical skills. The actual
impact the standards will have on education will not be revealed for several years, however it is
thought that implementing a national set of standards will nothing ... Show more content on
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Digging deeper into concepts and increasing rigor will enable our children to be competitive in
today's world and the playing field comparing our educational system to other countries will be
leveled. Higher education has a history of complaining that students are not ready for college level
courses and remediation classes have been necessary. Implementing common core could eliminate
those classes while teaching students how to think and problem solve before leaving high school. An
additional issue against common core is the financial burdens that could be put on schools and
districts as a result of implementation. From purchasing newly aligned textbooks and materials, to
updating technology in order to complete the standard assessment all online. With this assessment
comes an increased value in the results. If the scores are compared nationally it is assumed that
already high–stakes testing will only get higher by opening up "Pandora's Box" of national
assessment

The National Assessment Of Educational Progress
"Look to your left and look to your right, one of you will not make it to sophomore year." The
hundreds of thousands of recent high school graduates who have enrolled in a university should be
told this during their freshman orientation. These students will be surprised to find that their
previous education did not prepare them to be successful in a university setting. The long and
arduous process necessary to turn students into test taking machines seems to make them less
capable of cognitive reasoning, thus not adequately training them to use critical thinking as is
necessary in universities. You'd think the educators of our public school systems would be aware
and inclined to resolve such a pressing issue, but the incentives and consequences placed on
educational institutions based on standardized testing results grossly divert the educational focus and
ultimately sends students off to universities unprepared.
People who graduated from an American school are painfully aware of how much emphasis is
placed on high stakes testing. The National Assessment of Educational Progress (NAEP) is a system
of standardized tests put in place by the U.S. Department of Education, and studies performed on
NAEP show a "significance between funding and student performance". This means that pressure is
placed on schools by both the state and federal government to provide positive test results in order
to get maximum funding. Because schools have changed their style of education and are

Introduction. A Resounding “Thank You” Is Directed Toward
Introduction A resounding "thank you" is directed toward former President, George W. Bush for
mandating the "No Child Left Behind" Act in 2002, which consists of the Common Core State
Standards (CCSS) Initiative. CCSS is set of quality academic standards in math and English for
grade levels K–12 that outlines what a student should have learned at the successful completion of
each grade. Ultimately, the CCSS levels the learning field for students across America, regardless of
social class, race, or disability by requiring all students to meet the same standards of quality
education.
Statement of the Problem The popularity of the CCSS falls onto a spectrum. One end favors the
CCSS and is a part of the population that resides in ... Show more content on Helpwriting.net ...
The Future of Education Looking forward, enforcing nationwide K–12 education standards will
shrink the earning gap and increase the earning potential of everyday Americans. Those persons who
cannot afford the luxury of college would be able to earn a livable wage with just a high school
diploma because there will be job market opened for them. In contrast to today's job market, where
minimal a graduate degree is needed to gain competitive employment. The job market's affinity to
post–graduate degrees is a direct result of the lack of faith in the public school system. Employers
do not believe that incoming recent high school graduates are prepared for the workforce.
Current Issues in Education
High–stakes Testing Test–based accountability systems, the application of tests to hold individuals
or institutions accountable for achievement and to reward accomplishment, have transformed into
the cornerstone of United States federal education policy. The past decade has observed a
nationwide adoption of test–based accountability systems in the U.S. Consider just one essential
manifestation of this burgeoning trend: test sales have grown from roughly $260 million yearly in
1997 to nearly $700 million now–almost a threefold increase (Supovitz, 2017). Where was the
money spent? Research tells us that high–stakes assessments can and do

The Philosophy And Practice Of Assessment

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