This is especially important when observational (and value - added) data are to be used for high -
stakes accountability systems in that the data yielded via really both measurement systems may be less likely to reflect «true» teaching effectiveness due to «true» bias.
Not exact matches
Commenting on the statement by the Secretary of State for Education setting out proposals to reform the
system of primary assessment, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «It is important to recognise, and as the NASUWT has stated consistently, that many of the concerns expressed about statutory primary assessment are the direct result of their use
in the current high
stakes school
accountability regime.
The Fordham Institute's new report, High
Stakes for High Achievers: State
Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve
Accountability in the Age of ESSA, examines whether states» current or planned
accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve
accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these
systems might be redesigned under the Every Student Succeeds Act to better serve all students.
But nationally, there's a strong split between those who see their actions as an aberration and those who would convict right alongside them the
accountability systems that have attached increasingly high
stakes to standardized tests
in recent decades.
When the MEAP high - school exam was a no -
stakes test, students had no reason to try their best on the primary indicator of performance
in the state's high - school
accountability system.
In the meantime, policymakers should resist proposals to incorporate survey - based measures of non-cognitive skills into high -
stakes accountability systems.
He is currently directing studies that will explore new methods for evaluating gains
in scores on high -
stakes tests and evaluate the use of value - added models
in educational
accountability systems.
It means giving teachers and students a focus to their school mission and a personal
stake in the school, and creating a
system that ensures
accountability for results.
If it can not be proved that those gains are due to improved school
accountability, it is heartening to know that Margaret Raymond and Eric Hanushek found,
in more precise estimates of
accountability impacts, somewhat larger gains on the NAEP
in those states that were the first to put
accountability systems into place (see «High -
Stakes Research,» features, Summer 2003).
«The
Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middl
Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential
accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middl
accountability,» à la No Child Left Behind and the high -
stakes state testing
systems that preceded it, corresponded with a significant one - time boost
in student achievement, particularly
in primary and middle school math.
Jennings also appears unaware that there are rigorous studies on the effects of NCLB and other high -
stakes accountability systems, such as those by Thomas Dee and Brian Jacob (see «Evaluating NCLB,» research, Summer 2010) and those published by Stanford University researchers Eric Hanushek and Margaret Raymond
in 2005, and Martin Carnoy and Susanna Loeb
in 2002.
I am not suggesting that the Hitt and Trivitt measure can be used
in an
accountability system, since it is certain not to work once high
stakes are attached.
He was lead author on a study of the implications of behavioral science research for
accountability in schools, describing the ways that
accountability can be broadened beyond high -
stakes testing to incorporate professional
accountability systems that simultaneously incentivize and support improvement
in teaching.
My own research has suggested the potential importance of reference bias due to differences
in school climate, leading me to caution
in this series against proposals to incorporate survey - based measures of non-cognitive skills into high -
stakes accountability systems.
To explore this possibility, we draw on a unique survey of Florida school principals conducted
in 2003 — 04 to document responses to the state's high -
stakes accountability system.
In addition, abundant research has been conducted to examine the impact that movements toward standardization,
accountability, and high -
stakes assessment
systems have had on teachers» practices, beliefs, attitudes, and overall effectiveness (e.g., Hamilton & Stecher, 2004; National Board on Educational Testing and Public Policy, 2003; Parke, Lane, & Stone, 2006).
Last year, Vicki Phillips, Executive Director for the Gates Foundation, cautioned districts to move slowly
in the rollout of an
accountability system based on Common Core
Systems and advised a two year moratorium before using the
system for high
stakes outcomes.
The Liberal Democrats have pledged to scrap Ofsted and school league tables,
in favour of a less «high -
stakes» school
accountability system that assesses teacher and pupil wellbeing.
The party announced yesterday that it would scrap Ofsted and school league tables
in favour of a less «high -
stakes» school
accountability system if it wins power.
We currently have a high
stakes accountability system,
in which poor results have a huge impact on schools, headteachers, teachers and ultimately the students.
In addition, since these assessments are self - report surveys, there is also the issue of response bias — meaning a student's tendency to give answers that they believe are socially acceptable or to consistently answer «yes» or «no» regardless of the question asked.48 Since self - report measures tend to be weak in reliability and validity, state and local policymakers should refrain from including measures of learning mindsets and skills in high - stakes accountability system
In addition, since these assessments are self - report surveys, there is also the issue of response bias — meaning a student's tendency to give answers that they believe are socially acceptable or to consistently answer «yes» or «no» regardless of the question asked.48 Since self - report measures tend to be weak
in reliability and validity, state and local policymakers should refrain from including measures of learning mindsets and skills in high - stakes accountability system
in reliability and validity, state and local policymakers should refrain from including measures of learning mindsets and skills
in high - stakes accountability system
in high -
stakes accountability systems.
The SATs are not about teaching and learning, yet
in too many schools the curriculum is distorted to serve the high
stakes accountability system first and children's own development second.
For the past year
in almost every available venue, opponents of high
stakes standardized assessments of public school student achievement have been droning on about the perceived oppression of the Texas public school
accountability system, which has been rated by national education organizations as having produced the best high school graduation standard
in the country when fully implemented.
First, U.S. high -
stakes accountability systems, which often draw on narrow metrics and unstable test score data, push administrators to control everything
in their school buildings — including teachers.
Beginning almost immediately, this
accountability system, which had been rated by national organizations as the best
in the country, came under relentless attack by a firestorm of misguided opposition to standardized and so - called «high
stakes» testing that by the end of the legislative session
in 2013 had virtually gutted the
system.
Over the past three legislative sessions, the Texas public education
accountability system, once rated by national organizations as the best
in the country, has come under relentless attack by a firestorm of misguided opposition to standardized and so - called «high
stakes» testing, so that by the end of the 2013 session, the
system had essentially been gutted.
In one of its last reports, the outgoing committee of cross-party MPs argues the close link between SATs outcomes and school
accountability creates a high -
stakes system that negatively impacts pupils» learning.
She and others also talked about the larger cultural change
in testing that's coming at the same time as other shifts
in school funding and
accountability, including a new high -
stakes teacher evaluation
system that will be
in place next year.
Doug Christensen, former Commissioner of Education for the state of Nebraska and Professor of Leadership
in Education at Doane College, added, «We must decouple
accountability from testing or we will never escape the current models of external prescriptions that result
in regimentation of the
system and require high
stakes compliance, both of which restrict the capacity of
system to embrace all children and trivializes their education.
«Attempting to equate test results
in a high -
stake accountability system with serious sanctions is a dubious idea at best.
Those of us who are involved with PreK - 12 education reform have been dealing with a major firestorm of pushback to the Texas public school
accountability system and its high
stakes standardized assessments that were adopted
in 2009.
Historically, tests have been designed to measure skills efficiently, but
in the face of high -
stakes accountability systems, many teachers have begun teaching to tests.
When using tests, and especially subjective indicators to measure «teacher performance,» one must exercise caution to ensure that those being measured do not engage
in manipulation and inflation techniques known to effectively increase the scores derived and valued, particularly within such high -
stakes accountability systems.
WHEREAS, the over-reliance on high -
stakes standardized testing
in state and federal
accountability systems is undermining educational quality and equity
in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive
in a democracy and an increasingly global society and economy; and
In addition to their role in comprehensive accountability, districts can innovate locally to inform statewide school classification systems by developing and testing measures in the absence of high - stake
In addition to their role
in comprehensive accountability, districts can innovate locally to inform statewide school classification systems by developing and testing measures in the absence of high - stake
in comprehensive
accountability, districts can innovate locally to inform statewide school classification
systems by developing and testing measures
in the absence of high - stake
in the absence of high -
stakes.
She's worried that grit is being overemphasized:
In a recent paper, she argued that grit measures aren't ready to be incorporated into high
stakes accountability systems.
For example, the law eliminated an
accountability system that punished schools which failed to increase the percentages of students proficient
in math and reading each year — a policy largely blamed for creating the high -
stakes culture of over-testing.
But the current
systems of high -
stakes testing and
accountability are top - down models of reform that are fundamentally undemocratic: High -
stakes tests and the policymakers who want to use them to hold educators accountable have no interest
in the voices of students, teachers, parents, or administrators.
I think that there is great merit
in establishing
accountability in schools, but only to the extent that the those
systems imbue a sense of ownership and
stake for those providing educational services.
He said: «All children and young people are entitled to receive a broad and balanced curriculum, but we currently have an out - of - control, high -
stakes accountability system that narrows the curriculum by ranking schools
in league tables according to test and examination results.