«The angst we are
feeling about those test scores,» she said, «is related to the fact that we didn't do this in the right order.»
Not exact matches
It's counter-intuitive, but Grant says a study involving a math
test has confirmed the finding: «When the defensive pessimists distracted themselves with another task right before the math
test, their
scores were
about 25 percent lower than when they listed the most extreme outcomes that could happen in the
test, and how they might
feel.
Both groups experienced what Mintz - Binder saw as a satisfactory level of
feeling that they belonged to a community or were connected,
scoring an average of
about 60 on a
test with an 80 - point scale.
«Helping students to have freedom to
feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying
about getting a perfect
score on a
test.»
The researcher wrote: «When students were given choices, they reported
feeling more interested in their homework,
felt more confident
about their homework and they
scored higher on their unit
tests.»
So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on
test scores and
feel some confidence
about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.
In a profession that already
feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student
test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more
about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.
Teachers in states that mandate the use of high - stakes
test scores for teacher evaluations reported: 1) More negative
feelings about testing 2) Much lower job satisfaction, and 3) Much higher percentage thought of leaving the profession due to
testing.
As the California Department of Education prepares to release the first set of student
test scores based on the Common Core State Standards, a new poll shows voters have mixed
feelings about the new standards, including many who don't understand what they are, or how they're being implemented.
Author's note: A 2006 study by Sara Rimm - Kaufman and colleagues at the University of Virginia showed that Responsive Classroom practices were associated with students having higher reading and math
test scores, better social skills, and more positive
feelings about school.
These Gallup data include, as pertinent here, self - report data on how teachers
feel about using students»
test scores to hold them accountable.
Back in June of 2017, NPR ran a
feel - good story on All Things Considered
about Ballou's apparent success in getting all 190 of its graduates accepted to at least one college — despite the fact that only 3 % of students at the school had
scored proficient or above on reading
tests in 2016.
If the children with RAD
score poor on their
test, allow them to
feel bad
about it.