Sentences with phrase «about standardized testing as»

Not exact matches

Wuthnow is most concerned about how the hegemony of government standards eventually erodes the freedom and particularity of congregations — just as standardized tests have eroded the freedom and particularity of schools.

Lifton opposes adding an optional state standardized test as a component for the evaluations, and she's not sure about a new «matrix» model for evaluations that the State Education Department will be required to develop under Cuomo's plan.

Just as Mr. Cuomo was unenthusiastic about permanent mayoral control, Mr. de Blasio was unenthusiastic about Mr. Cuomo's education reform agenda, particularly his push to increase the use of standardized testing to measure teachers and his plans to take state control of struggling schools.

Success students, or scholars as they are known in the network's parlance, perform remarkably well on standardized tests, leading to many accolades and repeated questions about Moskowitz's «secret sauce.»

Clinton has serious reservations about how the Common Core rollout and testing have happened in New York, even as she supports tough national standards and standardized tests in general.

Jane Baton, who identified herself as a local algebra teacher, said she was concerned about standardized testing when it came to students» math aptitude, and said rigidity in the system is not good for students.

Sadly, many of them never make the connection between mind and body, and just keep sinking into those self - defeating thoughts as they worry about how they will measure up on the next standardized test.

Some educators worry about the fallout from these measures, such as the proliferating plague of standardized testing, but don't know how to oppose them without casting themselves as obstructionists clinging to a failed status quo.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Andrew Miller looks at prep for standardized testing as an opportunity to encourage higher order thinking, embed test prep practices, and make informed decisions about engaging the class and reaching individual students.

As their responses to other questions about testing might indicate, teachers hold standardized tests in the lowest regard.

While Prof. Greene positions himself as dedicated to scholarly rigor, he falls into his own logical trap when challenging our claims about states without teacher unions having the lowest achievement rate according to the measures favored by the standardized test proponents.

The fact is, no parent gets excited about his or her child taking a standardized test, just as we don't get excited about taking our kids for annual checkups at the doctor's office.

As for what this means about such standardized testing policies, Papay says it's hard to draw conclusions.

As a parent, it's critical that you know about alternative types of classroom - based assessments, in addition to traditional tests and the standardized tests mandated by your school district or state department of education.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

They also raise important questions about the government's reliance on standardized test results as a guide for regulating the options available to families.

Despite their rhetoric expressing concern about the role that standardized tests play in our education system, politicians persist in valuing these tests almost exclusively when it comes to accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for teachers as well, with a national push to include the results of these tests in teacher evaluations.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Yes, that standardized testing data can be useful; however, we teachers spend the entire year collecting all sorts of immediate and valuable information about students that informs and influences how we teach, as well as where and what we review, readjust, and reteach.

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioAs someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioas a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioas AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

Proficiency rates on standardized tests, as NCLB showed, often revealed more about the makeup of a school's student body than what the school was doing to improve their education.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

Of course standardized tests can be used as part of a comprehensive assessment system but they should not make up the majority of the system, nor should their results be used as the deciding factor to make important decisions about students and educators, as is being done in NJ.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

The vendors also fail to tell us that the national standardized tests will be driving all decision - making about special populations anyway and that all special populations will have to take the same test as non-special populations.

In essence, it is important that parents continue to advocate and voice concerns about standardized testing, however, alternative supports need to be in place for students and parents as standardized testing are now the norm.

Many students, as well as parents, are extremely anxious and stressed out about the standardized test.

While the teachers, districts, and the folks in Sacramento all have the luxury of five years (as Michael Kirst likes to say) to figure things out with Common Core and the new wave of standardized tests, what about the 6 + million students in school right now?

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

Using standardized tests, which represent one snapshot in time, as the sole point in making decisions about student and school progress has been found by researchers time and again to be an improper use of assessment with little scientific basis.

Only 17 % don't think schools place enough emphasis on standardized testing, while just as many (15 %) think the level of emphasis is about right.

Increasingly, standardized tests are being used to make major decisions about students, such as grade promotion or high school graduation, and schools.

Academically, report card data shows HSA - McKinley Park students meet or exceed performance on standardized tests at about the same rates as statewide averages.

Student performance as measured on standardized tests has improved about 5 percent a year since the school opened, D'Avignon said.

As Wendy Lecker points out, standardized tests are NOT a measure of higher education's academic culture, for the simple reason that real learning is about insight and creativity.

The latest one in Chicago — over how the Chicago Public Schools district (CPS) reacted to teachers, parents and about 1,500 children at 80 schools who chose to boycott a soon - to - be-discontinued standardized test — is about as absurd as it gets.

The group advocates refusing standardized testing as a way for parents to get a seat at the table in decisions made about public school education.

Last week Jason Stanford of the Texas Observer wrote an article, titled «Mute the Messenger,» about University of Texas — Austin's Associate Professor Walter Stroup, who publicly and quite visibly claimed that Texas» standardized tests as supported by Pearson were flawed, as per their purposes to measure teachers» instructional effects.

As proactive learners and performers, these students not only studied math, but also used it to learn all about the standardized tests.

As more and more parents choose to opt their children out of standardized tests, some educators and teachers» union representatives have been speculating about how all those missing scores might impact teacher - evaluation outcomes that are based on test results.

Many schools use student scores on standardized tests for making decisions in terms of grouping and class placement as well as other generalizations about the student.

Despite this, Hiawatha's scholars, as they are called, do twice as well on state standardized tests as kids in neighboring schools and about as well as students statewide.

An English - as - a-second-language teacher told me about subjecting the school's large population of African immigrants to days of grueling standardized tests that they often did not understand.

Gary: with all due respect for those who post here, thank you for your patience with nit - picking, e.g., we could argue interminably over the use of the terms «validity» and «reliability» and «bias» as they are used generally and as they are used in very specific ways by psychometricians when talking about the construction and administration of standardized tests and the inferences that could be drawn about test scores.

Overall, as Barbara Madeloni, President of the Massachusetts Teachers Association (MTA), put it, while the current system is not working, Bills S. 308, H. 2860 and H. 2844 would provide a «blueprint for us to think imaginatively about what we can do for our schools» without so many millions of teaching hours being devoted to standardized testing.

Given the lack of proven links between testing and achievement, as well as extensive evidence about the limitations and problems of high - stakes testing, Parents Across America opposes current efforts to expand the use of standardized tests.

Much of the discussion about the use of student standardized test scores to evaluate teachers has centered on how unfair the «value - added» method is to teachers because it is unreliable and can — and does — label effective teachers as ineffective too often.

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.