Sentences with phrase «practice of standardized test»

Meanwhile, state Sen. George Latimer, a Rye Democrat, has long been a vocal critic of the practice of standardized testing.

Meanwhile, state Sen. George Latimer, a Rye Democrat who voted against Common Core has long been a vocal critic of the practice of standardized testing.

Not exact matches

Once attached to a player's helmet (a hockey version is available now, versions for football, lacrosse, and ski and snowboard helmets will be introduced in 2012) The ShockboxTM sensor measures the G - Force of a hit to the helmet from any direction, and then sends the data wirelessly via Bluetooth to the athletic trainer, coach or parent's smart phone to alert them when the athlete suffers a traumatic head impact that may be concussive so they can be removed from the game or practice for evaluation on the sideline using standard concussion assessment tools, such as the Standardized Assessment of Concussion, Sports Concussion Assessment Tool (SCAT2) or King - Devick test.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

«He has also been a leading voice for banning standardized tests for our youngest students, supported a three - year moratorium against the use of Common Core testing for student promotion and placement, and has backed giving the city and state Comptrollers the power to audit charters, particularly charter practices that limit the enrollment and retention of high - needs students.»

These offer a glimpse of how individual students will perform on standardized tests, and schools can later use them to identify which instructional practices worked best, Guidry says.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

The state of Massachusetts introduced a system of standardized testing in its public schools three years before the federal No Child Left Behind Act of 2001 mandated such practices for all 50 states.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

Todd Finley (@finleyt) believes «high - stakes standardized tests (HSSTs) undermine effective practice, especially when we treat testing as content rather than just one of many ways of understanding what learners need.»

In order to place the information from these tests on a common scale, we followed the standard practice of standardizing all scores by test, grade, and year to have a mean of zero and standard deviation of one.

We oppose high - stakes standardized tests that falsely and unfairly label students of color, students with disabilities and English Language Learners as failing, the use of standardized test scores as basis for refusing to fund schools or to close schools, and the use of student test scores in teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.

It's not that parents and voters have turned against the principle of using of standardized tests to monitor school and student performance: National surveys continue to show 2 - to - 1 support for the practice.

Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized test.

But no matter the statutory language, in practice, the question of how much standardized testing is too much can become even more complex.

For instance, in a RAND survey of principals in NASDC - supported schools, a large majority reported that «standardized, multiple - choice tests are misaligned with the classroom practices of reforming schools.»

• Co-teaching one to two sections of a core subject class, a weekly elective and / or physical education class • Assisting with the proctoring of practice standardized tests • Substitute teaching as needed • Assisting in the supervision of arrival, dismissal, lunch, study hall, and recreational periods • Required duty as a bus monitor

She is a policy analyst for the National Center for Fair and Open Testing, known as FairTest, a Boston - based organization that aims to improve standardized testing practices and evaluations of students, teachers and sTesting, known as FairTest, a Boston - based organization that aims to improve standardized testing practices and evaluations of students, teachers and stesting practices and evaluations of students, teachers and schools.

«The negative consequences of the current overwhelming focus on preparation for standardized tests include narrowed curricula, developmentally inappropriate instructional practices, decreases in student engagement, stagnant achievement gaps and rising minority dropout rates,» said subcommittee member and Winchester second grade teacher David Krane.

Derek Neal, an economist at the University of Chicago, who has studied standardized testing, has predicted that soon, «kids are going to be sitting around at computer terminals practicing their test - taking skills.»

In a recent article in the New York Times on 4/13/15, Some Parents Oppose Standardized Testing on Principle, but NOT in Practice, it explored the arguments «pro» and «con» from parents and administrator of standardized testing and the opt out option and respect for Standardized Testing on Principle, but NOT in Practice, it explored the arguments «pro» and «con» from parents and administrator of standardized testing and the opt out option and respect for parenTesting on Principle, but NOT in Practice, it explored the arguments «pro» and «con» from parents and administrator of standardized testing and the opt out option and respect for standardized testing and the opt out option and respect for parentesting and the opt out option and respect for parents who.

When the majority of time spent by teachers and students is on standardized tests, our assessment practices are top - heavy and achievement is often shaky.

He explains that the pressure to develop curriculum addressing state standards and the requirement to use standardized tests that reflect rote learning resulted in limited use of digital primary sources and «best historical practices» (p. 323).

Comment from Smith: Maybe we need to ask some of the big questions... like who benefits from the way things are now (standardized tests and other pressures of accountability that make good teachers and schools vulnerable to poor practices).

As we noted in our report, Wales had also abolished standardized testing after it had taken over control of its educational system from the UK government in London — a direction that seemed to be consistent with practice in Finland.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

The practice, touted by educators nationwide as a proven path to college success, has largely been squeezed out by standardized tests, the quicker, less - costly measure of student performance.

Still showing outward public collaboration with the Gates Foundation, funder of ill - conceived high stakes testing and teacher evaluation policies, continued to prompt parents to opt their children out of standardized tests and by this time, the punitive practices imbued by these policies have sent invaluable educators leaving the profession or fighting for MORE.

Grade - level standardized tests are aligned with state learning expectations, so if teachers are «teaching to the test,» then students are practicing subject matter that has been deemed necessary for the successful completion of their grade.

In the above article Chalkbeat focused on how some district practices, in Boulder specifically, discouraged high school students from taking state standardized tests: for the second year in a row, Boulder high schools continued instruction for ninth - grade students who opted - out of PARCC assessments, effectively penalizing students who took the state assessments as they had to catch up on the content later (1).

Fariña got rid of the simplistic Bloomberg - era school grading system based largely on standardized test scores, and she put into practice a more nuanced way to assess schools.

By 1999, the time of the books writing, Clinton's Goals 2000 was in force and many states were already adopting high school exit exams and other standardized testing practices.

In pursuing these questions Hutt's research has explored the history of the GED, grading practices, standardized test use, value - added measures, and longitudinal datasets.

In examining the issues and exercise of power that are sustained in the long - standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value - added assessment in Tennessee, a fine - grained and contemporary case is provided within that larger context.

Although standardized test scores can give a general idea of the level of student achievement (typically limited to items that ask for recognition of information), the scores they report do not offer detailed insights into what students think or what they know how to do in practice.

This is clear in a project called the Schools of Opportunity, launched a few years ago by educators who sought to highlight public high schools that actively seek to close opportunity gaps through research - proven practices and not standardized test scores (which are more a measure of socioeconomic status than anything else).

In the last month we've raised serious concerns about the lack of emergency preparedness at many campuses, provided the school district with an application process to pilot restorative practices in our schools, and called on district leaders to expand SAISD's simplistic conception of student success and measure our students in ways that do justice to their social and emotional needs — something absent from SAISD's endless focus on standardized test data.

In the K - 12 context, we can discuss how learning these technologies connect with literacy standards and benchmarks and — whether or not we agree with the politics and practices of standardized assessment — how they connect to improving students» performance in testing situations.

The new evaluations are based on a combination of teacher practice and student achievement, which includes the controversial use of standardized test scores.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

One of the most damaging practices in education policy, in Connecticut and nationwide, is the misuse of standardized tests for purposes for which they were never designed.

With the exception of standardized tests, teachers reported that each of the assessment types had very positive effects on teachers» daily practices in classrooms.

Not only does this plan double down on the flawed practice of using standardized tests to measure a teacher's performance, it also vastly increases testing for children.

And the correlations in the Gates report between test student reports of test prep and value - added on standardized tests were all positive: «We spend a lot of time in this class practicing for the state test.»

They conclude with policy prescriptions, starting with the need to change from a focus on standardized tests to what is still the «black box» of actual student learning and to changing classroom practices, particularly formative assessment.

Nathan contrasts this rich instructional practice and dialogue with the «laundry list» of facts approach characteristic of MCAS's standardized history test, rolled out in state high schools this fall.

Only with a deep understanding of student learning — one that goes beyond the reading of a standardized test score — can teachers alter their practice in ways that open up new and targeted opportunities for their students to achieve academic success.

On the eve of the administration of SBAC testing in our State, it has become clear to me, as interim Commissioner of Education, that there is much validity embedded in the much - heated controversy surrounding Common Core State Standards, mandated standardized testing to measure progress on those standards, and the intended practice of evaluating teacher effectiveness based on those student test results.

The report found that «widespread public awareness of the damage caused by the overuse and misuse of standardized testing, coupled with effective grass - roots organizing by parents, teachers, students and their allies, is increasingly producing positive changes in state and district testing practices.»