Sentences with phrase «stakes accountability using»

Not exact matches

It's very controversial in many states, especially when it's used in high stakes accountability measures.

The principle at stake is this: If public officials can escape accountability simply by using their private e-mails to do their dirty work, the public's right to know will have little meaning.

Why should our leaders be exempt from real - time accountability when so much more is at stake - big decisions about public policy, the use of your money, the course of our future?

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.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability system.

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.

Standardized high - stakes tests also don't measure school improvement perfectly, and they shouldn't be the only accountability device we use.

It struck me that no one in attendance had much thought about how this kind of design would compromise current efforts to use assessment results for accountability or teacher evaluation, or about how this would sow legitimate doubts among teachers and parents regarding fairness in a high - stakes environment.

The reason is that authorizers use accountability plans to make high - stakes decisions — such as school corrective action, non-renewal, revocation, and closure — that directly impact the hundreds or thousands of families whose children are enrolled in charter schools.

In addition to providing concrete examples of how the educator preparation program at Tulane has evolved to meet the challenges that new, higher standards bring, they made a strong case for establishing a grace period during which results from the next - generation assessments slated to accompany the Common Core be used only as diagnostic tools, as they are being designed to be, and not for high stakes or accountability.

The assessments can be used as diagnostic tools the true purpose of such tools but not for high stakes or accountability.

Because accountability depends greatly on the proper use of high - quality assessment, you should also visit The Case against High - Stakes Testing and The Case for Authentic Assessment.

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.

One study suggests that the inappropriate reliance on high - stakes testing likely exacerbates the consistent problem of the exclusion of low achieving and special education students from state assessments used for school and district accountability.

However, the problem with NCLB as it is currently enacted is not the accountability requirements but the measure used to assess accountability, high - stakes testing.

«We have used high stakes accountability to its limits; the challenges of the next five years all concern investment in capacity — school places, great teachers and great leaders.

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.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

By using the term «gaming» to describe the practice of schools trying to improve their metrics, we are missing the real problem, which is the high - stakes accountability culture itself, says Brian Lightman

The Brookline Educators Association (BEA) supports high standards and accountability but opposes the use of a single high - stakes test to make life altering decisions about students, teachers, schools or school systems.

For the 2013/14 school year, Utah will calculate growth and provide this information to schools and districts, but proposes to not use this growth measurementfor high stakes accountability for schools or districts for the 2013/14 school year.

While there are many summative assessment methods, including some that we shared in the last post, the summative assessments that most come to mind are the high - stakes state tests that are used for accountability purposes.

Decker is among a group of legislators calling for a three - year moratorium on the «high - stakes» consequences of state testing, including using scores for teacher evaluations, graduation requirements and district accountability ratings.

And most importantly, students with Individual Education Plans (IEPs) will be using Read & Write for high - stakes testing when Kentucky goes online with our state accountability test!»

He seems to think that lowering expectations will be more «relevant» to our students, and he uses popular mythology in attempting to make his case, such as «high stakes accountability drives dropouts» and «teaching to the test is taking away from learning», neither of which has any foundation.

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.

«Educators, parents, students, and policymakers are voicing growing frustration with the current models of high - stakes assessments used across the United States, which rely too heavily on low - level end - of - year tests,» said Bryan Goodwin, president and CEO of McREL International, and co-author of the new white paper, Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability.

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.

Because high - stakes testing is so central to the entire apparatus of the corporate educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes Testing and Accountability in Public Scstakes testing is so central to the entire apparatus of the corporate educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes Testing and Accountability in Public ScStakes Testing and Accountability in Public Schools.

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.

ASCD has released a statement on testing and accountability, urging policymakers to institute a two - year moratorium on using state standardized assessments for high - stakes accountability purposes.

The only open question is whether the results of the official tests will be used for high stakes accountability purposes, especially federal funding.

The same core testing has been used to confirm and communicate accountability for all districts and charter schools in the state, and this reporting became even more high - stakes after the inception of No Child Left Behind.

On the other, the validity of using assessments of these factors to inform high - stakes teacher - or school - level accountability decisions remains an open question in need of substantial further research.»

These can be a great tool for sparking conversations about ways teachers and students can improve their classroom culture and instructional supports — although we do not recommend that such assessments be used for high - stakes accountability.