Since state assessment tests put a high premium on verbal, logical, and visual intelligences as well as cognitive (as opposed to affective) learning, is it justified for teachers to provide assessments in learning styles and intelligences that are not emphasized on these tests?
Not exact matches
Ever
since states adopted more rigorous standards — and the two
assessment consortia began to develop next - generation
tests that will faithfully gauge pupil performance in relation to those standards — there's been vast anxiety about the bad news that's apt to emerge.
I might ask about how the school prepares students for
state assessment tests, what particular challenges the job presents, the skills the district is looking for in the principal they hire, but certainly I asked nothing to do with salary or vacation days,
since those questions would send wrong signals in an initial interview.
NYSUT Vice President Maria Neira said the union has been sounding warning bells
since 2011 about the over-emphasis on standardized
testing and the
state's rushed and unrealistic timeline for introducing curriculum and
assessments tied to the Common Core
state standards.
However, those
states that still do not have final
assessments in place or that plan necessary changes in their current
assessments will be unable to use this year's results for that purpose,
since they will be using different
tests in a year or so.
«
Since a majority of New Jerseyans support statewide
assessments, the
State must ensure that we are developing a
test that will continue to provide useful, meaningful data on how our students are progressing towards college and career readiness.»
Since assessments are written to match the standards, it's likely the
test will look different than the ISTEP + even if the
state keeps the name.
In the latest release of data, we have a sense of how much progress students show on
state assessments from one year to the next (as it's been two years
since the last time we had growth data, here's a quick reminder on how it is calculated: a student's performance on the
test is compared to her «academic peers» — other students who had the same
test score she had the previous year, resulting in the individual's student growth percentile.
Since then, a review of the evolution of our
assessment culture reveals the almost complete dominance of a blind faith that high - stakes accountability
testing — local,
state, national, international and interplanetary — is the way to improve schools.
«
Since this new
test is more aligned with the Common Core
State Standards, students should have acquired the skills that will help them be successful on this type of
assessment...»
Since states would soon need new standardized
tests aligned to the CCSS standards for use in teacher evaluations, it must have been a coincidence that Secretary Duncan had already awarded over $ 300 million to the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC) in 2010 to develop shared
assessments for the standards that had been completed in June of that year.