Sentences with phrase «learning than standardized tests»

There are alternatives that could have been discussed: Some education reformers insist that student portfolios are a better basis for assessing student learning than standardized tests, and researchers using ethnographic methods sometimes come up with insights that we do not find in standard statistically based research.

Not exact matches

Inner - city Catholic schools (the Church in America's most effective social welfare program) demonstrate that time and again: They spend less than the government schools, and their students learn much more — and not just in quantifiable, standardized - testing terms.

His survey of the social science literature on the topic usefully, if sometimes turgidly, compiles the growing evidence that homeschooled children learn more than their counterparts, at least to the extent that standardized tests measure learning, and are emotionally healthier as well, at least to the extent that psychologists» «self - esteem and self - concept» scales truly capture emotional health.

In the endless, exhausting chase to meet standardized testing pressures, graduation rate pressure, and attendance pressures (in which funding is tied to students being in school, not what, how or if they learn), there so much more that is sacrificed than just nutrition.

Backlash over the rollout of the Common Core learning standards, along with aligned state tests and new teacher evaluations, came to a head last April when more than 20 percent of the state's eligible students refused to take the state standardized math and English language arts exams.

Two new Quinnipiac University polls show that New York voters trust the teachers» unions more than Governor Andrew Cuomo to improve education in the state, and two thirds of New York State voters say the Common Core aligned standardized tests are not an accurate way to measure how well students are learning.

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

«The more weight put on standardized tests for children or teachers, the more school systems will focus on test prep rather than real learning.

So how do we, as a country entrenched in an education system that distributes standardized tests and groups students based on chronological age rather than rate of learning, break through its mental barriers and start to embrace — and demand — the science of the individual?

One notable early finding, Ms. Phillips said, is that teachers who incessantly drill their students to prepare for standardized tests tend to have lower value - added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

Students in «50 - 50» language - immersion schools, in which students spend half of their day learning in a nonnative language, perform as well as, or better than, students in monolingual schools on standardized tests, and these benefits extend to English - language learners as well as native English speakers (Gómez, Freeman, and Freeman, 2005; Palmer, 2009; Thomas and Collier, 2002).

Collective human judgment informed by reliable evidence is a much better way to assess teaching and learning in schools than data - driven judgment based on high - stakes standardized tests.

While you wouldn't know it based on the shallow media coverage, many educators consider the new generation of standardized tests to be far superior at assessing student learning than any previous tests.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

The New York Performance Standards Consortium was founded two decades ago on the belief that there was a better way to assess student learning than dependence upon standardized testing.

With the changing climate of education, one that is beginning to question the relevance of standardized testing, Naiku is a refreshing tool that emphasizes the importance of how we learn, rather than the test results.

Making judgments about student learning and school quality based on a body of work — a select number of pieces of student work from a number of assessments within a given discipline, provides a much richer and more accurate picture of student learning than a single, disconnected standardized test.

Through more than 20 years of No Child Left Behind (NCLB), we have lived with a uniform definition of accountability, that of a standardized test used to make determinations of student learning and school and district progress.

The consortium is developing a new accountability model that offers a more dynamic picture of student learning and school quality and provides more meaningful and actionable information to teachers than can a model that relies largely upon a standardized test.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

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.

President Obama has now succumbed to the firestorm in opposition to standardized and «high stakes» testing that has swept the country over the past several years, even picking up on the talking points — «Learning is about so much more than just filling in the right bubble».

The best educators know that learning will always be more than what appears on standardized tests.

· Productive use of performance assessments, like proper use of standardized tests, should be aimed at revealing areas needing improvement and should lead to curriculum and professional learning supports rather than punishments.

Over the weekend, President Barack Obama received high praise from parents and teachers for acknowledging that testing is taking too much time away from teaching, learning and fostering creativity in schools, and recommending that standardized tests take no more than 2 percent of total school instructional time.

Standardized tests like the Student Assessment of Growth and Excellence (SAGE) are ill equipped to measure students» knowledge, talent, and skills and often take a «snapshot» of students rather than measure learning over time.

By constantly monitoring students» progress (in ways other than standardized tests), principals uncover constructs that create differences in student learning.

Most importantly, Dr. Darling - Hammond states that evaluation should include evidence of student learning but from sources other than standardized tests, and she rejects growth measures such as SGPs and Value - Added Models because of the ever increasing research base that says they are unreliable and create poor incentives in education.

Once again, non-standardized, human assessments of a student's learning are more helpful than standardized tests.

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

* over-emphasizing standardized testing, narrowing curriculum and instruction to focus on test preparation rather than richer academic learning;

And finally, there's New Hampshire, which has aggressively pursued a statewide assessment model that put teachers in the position of creating tasks where students apply their learning in real world situations, rather than flawed standardized tests.

Further, if your goal is to know if individual students are progressing in their learning then there are far more important tools that could be used by teachers in formative assessments without any stakes attached that could inform them and parents far more effectively than a mass standardized test whose results come back well into the following school year.

Since the evidence is pretty strong that standardized tests are a better measurement of socio - economic status than actual learning, who do you think will fall to the lower end of the curve?

Collective human judgment informed by reliable evidence is a much better way to assess teaching and learning in schools than data - driven judgment based on high stakes standardized tests.

«While the UFT has supported some role for standardized test results in teacher evaluations, we also know that the more weight put on standardized tests for children or teachers, the more school systems will focus on test prep rather than real learning,» he said.

In an education industry dependent on market competition to increase profitability, there is no better tool to turn teaching and learning into products — ready to measure, compare, and sell — than the high - stakes standardized tests championed by the contemporary education reform movement.

Eight studies that tracked the academic achievement of students for an average of 3.75 years after a social and emotional learning program found that participants performed about 13 percentage points higher in grades and standardized test scores than their peers, according to a 2017 overview of 82 social and emotional studies by researchers affiliated with the Collaborative for Academic, Social and Emotional Llearning program found that participants performed about 13 percentage points higher in grades and standardized test scores than their peers, according to a 2017 overview of 82 social and emotional studies by researchers affiliated with the Collaborative for Academic, Social and Emotional LearningLearning.