As further evidence, we considered descriptive information
on nontest outcomes.
Not exact matches
«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus
on academic skills and take attention away from
nontested areas that often fall under the purview of schools.
As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based
on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and
nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.
That may be because in Tennessee, teachers of
nontested grades and subjects get part of their evaluation score based
on schoolwide performance.
A recent Rand report1 mentions that schools too rarely gather and study
nontest data, including observation data
on instruction and reform implementation, results from stakeholder satisfaction surveys, and reviews of student work.
Measures not based
on student test scores have a special significance in
nontested grades and subjects.