Not exact matches
Simpson's defence lawyers grilled an official from a Cellmark laboratory in Maryland, which
tested blood samples from the crime scene, over wrong answers that the laboratory
gave in
proficiency tests in the late 1980s.
If the percentage of students identified as proficient in any
given year is essentially the same for both the NAEP exam and for a state's
tests, it may be inferred that the state has established as rigorous a
proficiency standard as that set by NAEP.
But if for any
given state the percentages proficient on the state
tests are much higher than those reported for the state by NAEP, then we conclude that the state has set its
proficiency standards much lower than the international bar that CCSS is encouraging.
According to the National Center for Education Statistics (NCES), which administers NAEP, the determination of
proficiency in any
given subject at a particular grade level «was the result of a comprehensive national process [which took into account]... what hundreds of educators, curriculum experts, policymakers, and members of the general public thought the assessment should
test.
Specifically, we've called for
giving teachers tools to use assessments to inform instruction, minimizing
test prep (which research suggests does not necessarily lead to increased
test scores), focusing on student growth rather than absolute
proficiency, and using
test scores as only one measure among many in high - stakes decisions.
In the article itself, we
give each state's
proficiency standards a grade, from «A» to «F.» To calculate those grades, we computed the difference between the percentage of students who were proficient on the NAEP in each state and the percentage of students reported to be proficient on the state's own
tests for the same year.
Proficiency standards are determined by the difficulty of the
tests given to students and the number of questions they must answer correctly in order to obtain the score deemed proficient by the state.
Contemporary accountability policies have created the added expectation that districts will differentiate support to schools on the basis of achievement results from state
testing programs and other accountability measures, with particular attention to be
given to schools where large numbers of students are not meeting standards of
proficiency.
Overall
proficiency level rating of early advanced or higher on the California English Language Development
Test (CELDT)
given annually to English learners
Unlike the original standardized
tests, PARCC is
given to children, not adults, and is used as a discovery tool to find out if all children in all zip codes are achieving academic
proficiency in the same material.
Major sticking points included evaluating how much weight should be
given to scores attained from language arts and math
tests on the state's Assessment of Skills and Knowledge for fourth through eighth grades, and the High School
Proficiency Assessment.
Third graders who do not demonstrate
proficiency on the state assessment or the portfolio
tests will be
given one final life preserver in the form of summer reading camps that will run three hours a day for six weeks.
The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia
gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language
proficiency and the viability of locally - selected
tests in lower grades.»
Given the small number of Virginia's Hispanic
test takers, NCES does not regard recent year - to - year changes in the average scores and
proficiency levels of these students as statistically significant.
Alabama's students have performed poorly on the
tests, with
proficiency levels not topping 50 percent in reading since the
tests were first
given in the spring of 2014.
The Kindergarten WIDA - ACCESS Placement
Test (K W - APT) is an English language proficiency «screener» test given to incoming Kindergarteners who may be designated as English language learn
Test (K W - APT) is an English language
proficiency «screener»
test given to incoming Kindergarteners who may be designated as English language learn
test given to incoming Kindergarteners who may be designated as English language learners.
Students who must be screened are
given a
test of their English Language
Proficiency Level in some or all of the following categories: listening, speaking, reading, and writing.
This year, as schools switch to a local
test that's more like the one
given nationwide,
proficiency rates here will probably drop by 30 points or more.
When looking at the percent of students in one grade who achieved math
proficiency on their state
test at a
given school, ST Math had an average effect size of 0.36 on statewide ranking (z - score).
Additionally, ESSA requires states to annually
test 95 percent of students in reading and math, to use the participation rate to calculate the achievement indicator, and to factor assessment participation into the statewide accountability system another way.21 For example, four states — Connecticut, Massachusetts, New Mexico, and Vermont — plan to lower a school's classification for not meeting this requirement.22 In three states — Illinois, Nevada, and Tennessee — schools that do not have a 95 percent participation rate can not score at the highest level of
proficiency; receive zero points for
proficiency; or receive an F on the achievement indicator for the
given group of students, respectively.23
That is, bias (a highly controversial issue covered in the research literature and also on this blog; see recent posts about bias here, here, and here), does also appear to exist in this state and particularly at the school - level for (1) subject areas less traditionally
tested and, hence, not often consecutively
tested (e.g., from one consecutive grade level to the next), and
given (2) the state is combining growth measures with
proficiency (i.e., «snapshot») measures to evaluate schools, the latter being significantly negatively correlated with the populations of the students in the schools being evaluated.
The possibility of sanctions
gave more than a few state leaders reason to adopt easy
tests and lower the scores required for
proficiency.
Utah law requires public schools to be
given a letter grade based on student
proficiency and growth on Student Assessment of Growth and Excellence
tests.
But results of the NJASK
tests,
given in grade school, and the High School
Proficiency Assessment showed most weathered the storm.
According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «
gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language
proficiency, and the «viability of locally - selected
tests in lower grades.»
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