Sentences with phrase «high stakes attached»

Even though NCLB mandated 17 federally required tests, the high stakes attached to them led states and districts to start administering multiple interim benchmark tests to see how well students would do on the federal tests.

The massive emphasis on new external, standardized exams, often with high stakes attached, has intensified the domination of summative tests over curriculum and instruction — even though the research examined by Black and William supports the conclusion that summative assessments tend to have a negative effect on student learning.

However, there continue to be high stakes attached to MAP that can make it difficult for schools to reduce the number of times it is administered.

The tests have sparked controversy, both in regards to the content, which many parents and educators consider poorly designed and developmentally inappropriate, and to the high stakes attached to them, in particular, their unreliable use in the teacher evaluation system, a practice that is widely criticized and currently under review in an Albany court.

According to FairTest, the high stakes attached to tests have led to narrowing curriculum, teaching to the test, score inflation and cheating scandals.

High stakes attached to them have led schools to not engage in more challenging and engaging curriculum but to limit school experiences to those that focus on test preparation.

She added, «The state can and should halt its hellbent race towards computerized testing, for which it is clearly ill - prepared; stop farming out test construction to dubious for - profit companies; truly shorten the exams; and, most important, remove high stakes attached to the assessments.»

Parents and educators alike have increasingly lashed out against the high number of standardized tests students must take, the high stakes attached to those test results, and the narrowed curriculum that occurs when schools are held accountable for students» test results in only two or three subjects.

We are more than 10 years into a massive reform effort revolving around high stakes attached to standardized tests, and there is no significant growth in actual learning — even in terms of the test scores most valued by proponents.

When these tests have such high stakes attached to them — graduation, promotion, school grade, teacher evaluations, school closings and even principal bonuses — there is no question that teachers will teach to the test.

Certainly there are those within the state who are working hard to eliminate the tests altogether and / or eliminate the high stakes attached for students.

Rather than having regular check - ups on student progress, with relatively low stakes on those results, we'd have much higher stakes attached to a smaller number of test scores.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped since 1996.

In other words, according to Campbell's law, the higher the stakes attached to any measure, the less valid that measure becomes.

Moreover, in states with the highest stakes attached to test results, NAEP reading scores for students living in poverty appeared to decline.

External assessments occur less frequently than internal assessments, but they usually have greater importance, more authority, and higher stakes attached to them.

He cites Campbell's law: The higher the stakes attached to any measure, the less valid that measure becomes.

Not exact matches

ALBANY — Three powerful teachers» unions joined forces Friday to lobby for legislation that would create a moratorium on attaching «high stakes» to student scores on new state exams.

Amid a statewide furor over the flawed implementation of the Common Core Learning Standards, the State Assembly on Feb. 28 introduced a bill that would impose a two - year moratorium on attaching high - stakes consequences to the New York state tests for teachers and students.

Educators are currently under a great deal of pressure to successfully implement the Common Core — pressure that is mounting as high - stakes are attached to the Common Core assessments that in many places have yet to be developed or field - tested.

But nationally, there's a strong split between those who see their actions as an aberration and those who would convict right alongside them the accountability systems that have attached increasingly high stakes to standardized tests in recent decades.

The report in question, authored by Arizona State University researchers Audrey Amrein and David Berliner, purported to examine student - performance trends on national exams in states where legislators have attached «high stakes» to test scores.

What happens when high stakes are attached to a test score criterion of success that can not be reliably reached by the vast majority of schools and students?

As stakes become attached to school rankings based on growth measures, systems that disproportionately identify high - poverty schools as «losers» will make positions at these schools even less desirable to prospective educators.

One of the biggest complaints about NCLB was the test - and - punish nature of the law — the high - stakes consequences attached to student standardized test scores.

And every year, the stakes attached to such tests rise higher and higher.

I am not suggesting that the Hitt and Trivitt measure can be used in an accountability system, since it is certain not to work once high stakes are attached.

But she doesn't think that will happen as long as there are high - stakes tests attached.

Over the past few years, as higher stakes have been attached to the tests, we have seen schools devote more time to test prep, leaving less time and fewer resources for instruction in music, the arts, social studies and physical education.

It says nothing about how self - report measures of social - emotional skills would perform in a high - stakes setting — or even with the very modest weight that will be attached to them this year within CORE.

It examines data from 18 states that attach high stakes to their test results.

Then in the 1970s and 1980s, measurement researchers became intimately involved in policy - related issues during the minimal competency testing (MCT) movement when high stakes were attached to test performance.

While these are also noted as statistically significant, using the table below one can determine that statistical significance does not necessarily mean that such «very weak» to «weak» correlations are of much practical significance, especially if and when high - stakes decisions about teachers and their effects are to be attached to such evidence.

By that I mean let's not attach punitive consequences and make these high - stakes assessments, at least not initially.

The earliest and most common form of high - stakes testing was the practice of attaching consequences to high school graduation exams (i.e., students had to pass a test to receive a high school diploma).

He asserted that such tests should be given only «occasionally» as is the practice at his daughters» private school, and even then shouldn't have high - stakes attached.

This occurred in large part due to Sanders's (and others») lobbying efforts when the federal government ultimately choose to incentivize and de facto require that all states hold their teachers accountable for their value - added, or lack thereof, while attaching high - stakes consequences (e.g., teacher termination) to teachers» value - added estimates.

When summary, or summative decisions are to be made as based on these data, regardless of whether low or high - stakes are attached to the decision, this is where things really go awry.

When high stakes are attached to measures, Campbell's Law says the measures will be corrupted (e.g., by changing the way teachers are assigned to students, increased teaching to the test, etc.).

Rather, it is states which have historically tested least and are less likely to attach high - stakes to their tests that generally score highest on NAEP [see Neill, Civil Rights], have lower dropout rates [Clark], and send more students on to college [see article on evaluation of state college systems, Education Week 1/6/00].

More than 90 percent of teachers outside New York City have earned high ratings in the state's first year of mandated performance evaluations, a fact that state education commissioner John King said «should» ease unions» concerns about attaching «high stakes» to testing in a new, more difficult curriculum.

Anxiety is prevalent among public school students, as more and higher stakes are attached to these standardized tests.

In my current state of New Jersey, a bill that would pause the high stakes consequences for teachers and students attached to Common Core assessments and establish a task force to review the Common Core and accompanying PARCC assessments passed the New Jersey Assembly with an overwhelming bipartisan vote (72 yes; 4 no; 4 abstentions, with 84 % of Republicans and 94 % of Democrats voting yes).

Raising standards, and thus expectations, for students does not inherently lead to higher drop - out rates, but attaching high stakes to standards could.

Some of these consequences / connectors are also at the source of the now 15 lawsuits occurring across the nation because of the low - to - high stakes consequences being attached to these data (see information about these 15 lawsuits here).

Assignments can often be perceived as high - stakes challenges, particularly when there is a grade attached.

Interpreting and using them narrowly and then attaching a high stakes institutionalized practice to them, which is used to make sweeping generalizations and important decisions that affect peoples» lives, for example, how much income they bring home is misuse, ill informed, and morally reprehensible.

The AFT has called for an end to the testing obsession and for a moratorium on the high - stakes consequences attached to the Common Core State Standards - aligned assessments until the more rigorous standards have been implemented properly.

They did this across CPS's almost 600 schools and its more than 12,000 teachers, with high - stakes being recently attached to teacher evaluations (e.g., professional development plans, remediation, tenure attainment, teacher dismissal / contract non-renewal; p. 108).

The current wave of test - based «accountability» makes it seem as though all assessment could be reduced to «tough tests» attached to high stakes.