Sentences with phrase «decisions on student test scores»

Not exact matches

There are too many problems with standardized tests — how they are constructed, the baggage students bring into the testing room from their regular lives, etc. — to make any serious decisions based on their score of a single test.

Proponents of this approach note that Massachusetts, which has the highest student scores in the nation, leaves to local districts the decision on how much weight to give test scores.

For example, in the current state budget, Cuomo and lawmakers enacted amendments to the Board of Regents» implementation of the Common Core, specifically prohibiting students» standardized test scores from being included on their permanent records or used in promotion decisions.

Cuomo and lawmakers then included in the state budget provisions that prevented Common Core - aligned test scores from being included on students» permanent records or used in promotion decisions.

The law includes an indefinite prohibition on test scores being used «solely or primarily» in decisions about student promotion and placement, and strikes the grades from students» permanent records.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

In a rare show of unity on a controversial issue, leaders of both the State Senate and Assembly last week advocated a two - year moratorium that would decouple Common Core - aligned test scores with teacher evaluations and student - placement decisions.

In an article for The 74, the new reform - oriented education news website launched by Campbell Brown, Matt Barnum looks at the impact of the Obama administration's decision, in 2009, to push states applying for Race to the Top funds to evaluate all teachers based in part on student test scores.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

In an article for The 74, the new reform - oriented education news website launched by Campbell Brown, Matt Barnum looks at the impact of the Obama administration's decision, in 2009, to push states applying for Race to the Top funds to come up with ways to evaluate all teachers based in part on student test scores.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

The results will guide measurement professionals, educators, families, students, and elected officials in (1) decisions on introducing computer - adaptive and computer - based testing, (2) interpretation of scores, and (3) establishing when and under what conditions to avoid marrying testing with computer technology.

Educators have also questioned policies in which a decision to hold a student back is based solely on test scores.

Gov. Phil Bredesen's proposal to require up to half of teacher evaluations and tenure decisions to be based on student testing scores cleared its first major legislative hurdle on Wednesday.

Its purpose was to promote the usage of students» test scores to grade and pay teachers annual bonuses (i.e., «supplements») as per their performance, and «provide a procedure for observing and evaluating teachers» to help make other «significant differentiation [s] in pay, retention, promotion, dismissals, and other staffing decisions, including transfers, placements, and preferences in the event of reductions in force, [as] primarily [based] on evaluation results.»

Their avowed goals include less testing, an end to high - stakes uses of tests (that is, making decisions about students, educators, or schools solely or primarily on test scores), and implementation of other, educationally sound assessment practices.

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.

Clearly, Superintendent Gordon's comment that ``... it wouldn't be fair to test students on skills they haven't been taught» was in support of the state's decision to not publish student scores from... Read More

These days, as never before, teachers rely on evidence from students» scores on state, district, and classroom tests to help them monitor their students progress and make instructional decisions.

«The decision not to calculate student scores on the field test has frustrated some parents, teachers and administrators, especially since STAR testing has been suspended for this year.

I agree with Dave on CA's decision not to publish student scores (or school or district or statewide aggregate scores) from the SB 2014 field test.

This is the context: «The decision not to calculate student scores on the field test has frustrated some parents, teachers and administrators, especially since STAR testing has been suspended for this year.

Clearly, Superintendent Gordon's comment that ``... it wouldn't be fair to test students on skills they haven't been taught» was in support of the state's decision to not publish student scores from this year's field test.

However, if the NAEP results are accurate, it is not true that poor children are now at least getting the basics: the score increases on state (or local, as in Chicago) tests simply indicates that somewhat different particular things are taught, but overall NAEP results show there usually is no improvement in states which test the most and use tests for high - stakes decisions about students.

I also think the the amount of responsibility on test scores, etc. makes more sense in earlier grades (elementary) where students may not have as much control on making their own decisions.

The city Department of Education followed a similar logic this week in changing its student promotion policy, basing such decisions not only on test scores but also on grades and portfolios of student work.

Friedman was speaking specifically about value - added ratings of teachers — which use student scores on standardized tests to determine a teacher's relative effectiveness — and whether they are sufficiently accurate and reliable to guide personnel decisions.

One of the biggest shifts in D.C. was the decision this year to reduce the reliance on test scores in favor of other measures of student achievement that teachers will determine with their principals.

Last year, Mr. Cuomo and the Legislature responded by inserting a measure into the budget that banned including students» state test scores on transcripts through 2018 and prohibited using scores as the primary factor in decisions about promotion or placement.

High - performance districts predominately rely on test scores and student math GPA in their placement decisions.

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.

A fundamental shift in how a disability is identified, making diagnostic decisions only after intervention rather than simply because a student's achievement test score is lower than the score on an intelligence test would predict

To the contrary, we have school officials on the record saying that they do not look at test scores when making enrollment decisions and / or that they have workarounds for students without scores.

New Jersey teacher, Rutgers graduate student, and blogger Jersey Jazzman deftly explains that even when New York set its cut scores to a very high level, the distribution of scale scores on the state exam barely moved, and that is because the decision to place cut scores is independent of how students do on the test itself and of how schools and districts and states compare to each other.

Responsible student promotion and placement decisions based on more than a single test score; and

While value - added models based on student test scores are problematic for making evaluation decisions for individual teachers, they are useful for looking at groups of teachers for research purposes — for example, to examine how specific teaching practices or measures of teaching influence the learning of large numbers of students.

The decision is particularly painful for Kingsport because for the first time in three years students there were going to be taking tests directly aligned to what and how they've been learning — a monumental moment for teachers whose evaluations and compensation are based in part on students» test scores.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis addedOn this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis addedon value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

He acknowledged that the analysis is limited in its heavy reliance on test scores as an indicator of student and school success and in its inability to measure every factor that goes into the parental decision - making process.

In educational settings, a decision or characterization that will have major impact on a student should not be made on the basis of a single test score.