Sentences with phrase «stakes assessment accountability»

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.

Exchanging Assessment for Accountability: The Implications of High - Stakes Reading Assessments for English Learners (PDF).

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.

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.

He has authored numerous, highly cited studies on the effects of class size reduction, high stakes accountability, the assessment of teacher quality, and other education related topics.

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.

PARCC will also replace the one end - of - year high stakes accountability test with a series of assessments throughout the year that will be averaged into one score for accountability purposes, reducing the weight given to a single test administered on a single day, and providing valuable information to students and teachers throughout the year.

Exchanging Assessment for Accountability: The Implications of High - Stakes Reading Assessments for English Learners

In several studies, Allington and McGill - Franzen (1992a, 1992b, McGill - Franzen & Allington, 1993) highlighted the changes in the incidence of retention, remediation, and identification of students as handicapped across a 10 - year period when New York State increased high - stakes assessment and accountability.

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).

Between reference bias and the lack of more nuanced and rigorously evaluated assessments, Duckworth and co-author David Yeager don't see grit finding its way into the world of high - stakes school accountability.

In this age of federal mandates for high - stakes assessment and accountability, educators need easily accessed data that will help them predict if all students are on - track to meet grade level expectations.

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 systems.

Since then, a review of the evolution of our assessment culture reveals the almost complete dominance of a blind faith that high - stakes accountability testing — local, state, national, international and interplanetary — is the way to improve schools.

To give this reform «teeth,» high - stakes accountability for schools was connected to the state assessment, complete with rewards and sanctions for teachers.

Kentucky thus became the first state to link high stakes to performance assessments as a means of school accountability.

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.

«The push in the United States has been so deeply around accountability based on high - stakes assessments that educators have become more and more fearful that the kind of going deeper [learning emphasized by «deeper learning»] has not been celebrated and prioritized,» said Berger.

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.

These advocates eschew fixes that divert public money to the private education sector, and oppose high - stakes testing in favor of multiple assessments to measure accountability and success.

Dave Calhoun, the director of research, evaluation, and assessment for Fresno Unified, one of the CORE districts, stressed that the innovative efforts were more focused on school improvement, rather than high - stakes accountability.

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.

Specifically, ELL students are increasingly included in high - stakes assessments connected to accountability efforts (e.g., the No Child Left Behind Act of 2001 [NCLB]-RRB-, and thus it is...

It is important to note that while opposition to high - stakes testing and value - added analysis often seems self - serving — it is easy to see why ineffective teachers might resist accountability — moving towards embedded software - based assessment actually raises the level of transparency, by allowing us to monitor not just what happens on the day of a high - stakes test, but rather to see how students learn over time.

The current wave of test - based «accountability» makes it seem as though all assessment could be reduced to «tough tests» attached to high stakes.

In this day of high - stakes accountability teachers must implement effective assessment strategies to meet intended performance outcomes, determine what students know, and clarify which instructional approaches are most successful at raising achievement s.

«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.

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 emergence of high - stakes assessments and accountability has been more controversial in the scholarly community.

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.»

Between reference bias and the lack of more nuanced and rigorously evaluated assessments, Duckworth and co-author David Yeager don't see grit finding its way into the world of high - stakes school accountability.

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.