The Every Student Succeeds Act revised the standards for assessing curriculum adoption and instructional approaches for English learners, and those revisions
make measuring student outcomes more significant than ever.
Not exact matches
Those surveys were designed to
measure five types of
outcomes: 1) whether the school tour helped create cultural consumers (
students who want to return to museums and engage in other cultural activities), 2) whether the school tour helped create cultural producers (
students who want to
make art), 3) whether the school tour increased
student knowledge about art and history, 4) whether the school tour improved
student critical thinking about works of art, and 5) whether the school tour altered
student values, like empathy and tolerance.
Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve
Student Learning
Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to
measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy -
Making Dance Matter, Victoria Effective Differentiation: Changing
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All
Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia
Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he
made «
student connection» one of four
outcomes that need to be
measured in his school improvement plan efforts alongside
student outcomes, academic progress, and school characteristics.
«Some chains continue to achieve impressive
outcomes for their disadvantaged
students against a range of
measures, demonstrating the transformational impact on life chances that can be
made.
Researchers and policymakers should follow the accounts»
outcomes in order to
make measured adjustments to
student flexibility and state oversight.
«Australia is investing record funding in education that will continue to grow, all targeted based on need, and the Turnbull Government is focused on improving
student outcomes through
measures we know are effective — teacher quality, a better curriculum, greater parental engagement and support for principals to
make local decisions about their local school,» he said.
Even the most visionary districts can
make the mistake of over investing in one metric of success, and educational researcher Michael Fullan says, «In most of the schools and education systems we have observed, the only
student learning
outcome measures available for accountability purposes are
measures of curricular content mastery.»
While ESSA required states to add in a couple of additional
outcome measures of
students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to
make important and often high - stakes judgments about
students, schools, and districts.
Districts, states, and schools can, at least in theory, generate gains in educational
outcomes for
students using value - added
measures in three ways: creating information on effective programs,
making better decisions about human resources, and establishing incentives for higher performance from teachers.
Examples of
outcome data that are also appropriate and necessary to assess teacher effectiveness are
students» individual growth and progress as
measured on valid and reliable standardized instruments, teacher
made tests that aligned with the curriculum,
student performance demonstrations in a variety of media, and portfolios of
student work.
Examples of
outcome criteria that are also appropriate and necessary are
students» individual growth and progress as
measured on valid and reliable standardized instruments, teacher -
made tests that are aligned with the curriculum,
student performance demonstrations in a variety of media, and portfolios of
student work.
Outcomes - based education seeks to redefine the way student achievement is measured by making grades directly reflective of mastery of specific learning o
Outcomes - based education seeks to redefine the way
student achievement is
measured by
making grades directly reflective of mastery of specific learning
outcomesoutcomes.
The Department of Education will pay close attention to
student outcomes under this new course system to determine effectiveness and
make changes as necessary, but it is difficult to
measure the impact of these changes this soon.
The caveat to this study, which will
make it completely meaningless in the eyes of some, is that
student outcomes were
measured by
student test scores.
In future years, states will learn from and
make decisions to support schools and districts based on these new
measures which will lead to improved
student outcomes.
«Through the partnerships with the Mississippi Department of Employment Security, community colleges, universities and early childhood providers, this new plan maximizes resources and
measures student outcomes to
make sure our youngest children enter school ready to learn.»
California's school funding model is based on a powerful idea: improve
outcomes by directing more resources to high - need
students and use a multiple -
measure accountability system that supports local decision -
making.
Crucially, however, the report highlights a minority of academy chains that continue to achieve improved
outcomes for their disadvantaged
students against both attainment and progress
measures, thus demonstrating the transformational impact that can be
made on the life chances of these
students.