Sentences with phrase «pressure of standardized tests»

Okay, I wouldn't actually say that one of them because I know how hard they work under the enormous pressure of standardized tests that many Science teachers like me do not have to face.

My question: how do we assess the students» academic abilities and progress without penalizing schools and teachers and without the pressure of standardized tests?

When faced with the pressure of standardized tests and college entrance exams, students often feel like their creativity is stifled.

Whether it's an unhappy parent, the pressure of standardized tests, students with behavior challenges, or something personal, staff members go through difficult patches.

In order to keep up with the pressures of standardized tests, teachers commonly use videos, Powerpoints, and other multimedia to teach lessons in a more concise fashion.

Not exact matches

At a meeting with concerned parents, the school superintendent sympathized with our concerns, but explained how much pressure the administrators were under, because of No Child Left Behind, to raise standardized test scores.

The whole system puts unbelievably intense pressure on teachers, resulting in all sorts of unintended consequences like the standardized test cheating scandals, schools cutting into recess, etc. etc..

Julia Bauscher, who is president of a national advocacy group called the School Nutrition Association, says administrators are under intense pressure to increase instruction time and boost standardized test scores.

Homework has long inspired strong feelings — and creative excuses — in children, but it has more recently become an area of growing concern for parents in a scholastic system increasingly focused on high - pressure, high - stakes standardized testing.

«For the state to give standardized tests, which many people think are developmentally inappropriate, put all sorts of pressure on kids, don't measure creativity, critical thinking, and all the things we think are important.

It has caused good schools to be labeled as failing and puts undue pressure on students and teachers to focus on passing standardized tests instead of engaging in other subjects such as the sciences, history, art, or music.

In addition to pressure from peers, students spoke about pressure from adults, pressure related to standardized testing, and the demands of competing responsibilities.

Cowhey: What I am hearing from teachers around the country is that the overwhelming pressure to teach to standardized tests gets in the way of their ability to teach critically.

The pressure to use students» standardized - test scores has also contributed to a recent wave of anti-testing sentiment, including the «opt out» movement.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

In most cases, new goals and content additions are tacked onto an already overburdened curriculum, and with the pressure of preparing for standardized tests, relatively few educators are able to consistently provide the time needed to effectively integrate new learning goals into the curriculum.

• 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.

Now at the end of the first year of the study, Margolis has already observed how pressure to increase standardized test scores at the largely Latino school has edged «extras» like computer programming out of the curriculum.

Because of the vast amount of information that needs to be covered and the pressure of preparing for standardized tests, relatively few educators are able to consistently provide the time needed to effectively integrate new learning goals into the curriculum.

The pressure to perform on standardized assessments equates learning and schooling with testing, mastery, and memorization.However, as most teachers, parents, and students can tell you, learning is much more of an organic, constructive process.

The statistic not only showed the growing strength of the «opt out» movement against standardized testing, but also put immediate pressure on state and federal officials, who must now decide whether to penalize schools and districts with low participation rates.

With standardized testing pressures and the requirements to absorb a prescribed curriculum consuming education ~ I hope that you see the value in this pursuit and join me in keeping all of our interests alive.

Among the report's recommendations for reducing undue pressure on high - school students are making standardized tests optional or discouraging students from taking them more than twice, raising awareness of overloading on Advanced Placement or International Baccalaureate courses and prioritizing quality, not quantity, of extracurricular activities.

In response to the added pressure this year, a movement against standardized testing is gathering steam as some parents decide to let their children opt out of the tests.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

We ask you to consider our experiences and the experiences of our students in a world where schools face more standardized tests and increasing pressures related to their outcomes than ever before.

These are some of the things I've heard teachers say over the years about standardized test scores and the pressures surrounding student performance:

Researchers from Europe, Asia, and Latin America were very alarmed by the current «reform» movement in the United States, fearful that the same trends — the same overemphasis of standardized testing, the same push for privatization and markets, and the same pressure to lower standards for entry into teaching — might come to their own countries.

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).

I understand the pressures schools are under to achieve the standardized test scores to prove they are successful, but my wish, my hope is that school leaders do not forget their philosophy of education, that they continually reflect on what they believe students really need to learn to succeed in life, that they encourage a culture of listening at their schools.

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).

Without being held accountable to the incessant pressure of increasing student performance on a standardized test (see Hew & Brush, 2007; Walker & Shepard, 2011; Zhao, 2007), Mike found technology use to be «definitely less prescriptive, especially for us.»

Please consider disabling it for our site, or supporting our work in one of these ways Subscribe Now > It's not hard to find a teacher willing to bend your ear about the volume of standardized testing in schools today, and the pressure for «test prep.»

With the stress of standardized testing and other external pressures, it's easy to forget that there is more to class than just teaching for the test, students come to school to feel safe, a sense of community, and to grow as individuals.

The case, arising from cheating revealed in 2009, highlights what critics of standardized testing argue is part of the downside of relying on the test results to evaluate teachers, principals and schools: Pressure to perform can lead people to cross the line when their jobs or merit pay are at stake.

Forty - seven percent of voters agreed with the statement that standardized testing hurts education in California by pressuring teachers to teach to the test and fails to account for differences in cultural and economic backgrounds and learning style

Facing less pressure around standardized testing, OST settings can offer greater freedom for independent exploration without fear of earning a «bad grade.»

Lack of proficiency in reading and writing in social studies is exacerbated by the fact that schools are spending far less time on social studies instruction in the face of increasing pressure to improve standardized test scores in reading and mathematics (Manzo, 2005).

Also of concern is the implication that schools should be closed, which is one of the central tools of today's education reform that seeks to label, pressure, and ultimately close schools using standardized test based metrics.

In an era when teachers are increasingly pressured by the demands of standardized tests, it's important that we not forget the effectiveness of incorporating art into traditional instruction.

Our mission is to organize a boycott of the annual state tests in order to pressure state officials to respond to parent concerns and replace high - stakes standardized tests with authentic assessments.

(15) If standardized test scores form a substantial part of a school or a teacher's evaluation, there is likely to be considerable pressure to align other measures with the test score data.

Via NY Times by Motoko Rich Secretary of Education Arne Duncan announced on Thursday that states could delay the use of test results in teacher - performance ratings by another year, an acknowledgment, in effect, of the enormous pressures mounting on the nation's teachers because of new academic standards and more rigorous standardized testing.

And this school is hardly the only one where students feel enormous pressure to do well on high - stakes standardized tests, the results of which are now being used to evaluate teachers, as well as students and schools.

Much of the criticism of the Bush - era No Child Left Behind law was that its over reliance on standardized assessments — and the subsequent pressure it put on teachers due to its punitive nature — encouraged educators to «teach to the test» at the expense of actual learning.

He estimates that KIPP will need about 10 percent of the students in a community to really put pressure on the system as a whole, and in Houston, he is already seeing some evidence of that, as the traditional direct - run schools have begun emulating KIPP policies, putting up posters about colleges instead of standardized tests and sending teachers on visits to new students» homes.

It's not hard to find a teacher willing to bend your ear about the volume of standardized testing in schools today, and the pressure for «test prep.»

Hutsenpiller is just one of many voices starting to shout out against the growth and intensity of standardized tests and the pressure accompanying them.

With less federal government pressure for students to perform well at specific testing periods during the year, standardized testing may become less frequent, and the door is opened for districts to prepare individualized programs to bolster the success of each student.