Although still nascent in some cases, early childhood instructional measures can provide states ways to measure results in
the classroom beyond test scores.
Not exact matches
The information proves — yet again — that standardized
test scores are driven primarily by factors far
beyond the control of the
classroom teacher.
Using multiple measures such as teacher evaluations,
classroom observation and student
test scores, TNTP rated about half the teachers in their 10th year or
beyond as below «effective» in core instructional practices such as developing students» critical thinking.
Putting aside the broader problems associated with using standardized mastery
tests to measure educational outcomes; there is overwhelming evidence that
test scores are impacted by a number of factors
beyond simply what is going on in the
classroom.
This absurd, unfair and ignorant policy is state law despite the fact that every academic study has shown that standardized
test scores are driven primarily by poverty, language barriers and the impact of students with special education challenges... all factors for
beyond the control of Connecticut's
classroom teachers.
At the school level, value - added means essentially the same thing — the measurement of how well a school purportedly grew its students from one year to the next, when students» growth in
test scores over time are aggregated
beyond the
classroom and to the school - wide level.
Beyond what
test -
scores may reveal about content learning, students also learn lessons that each teacher transmits, embedded in the
classroom environment — ways to process information, knowing when to ask questions, knowing how to sit and act attentive.