Not exact matches
Instead of the privatization schemes pushed by Cuomo and Republican candidate Rob Astorino, Howie Hawkins and Brian Jones are calling for fully funded, quality public education, qualitative
assessments instead of the punitive high
stakes testing model, and an end to the attack on teacher's unions.»
Do you support replacing high -
stakes testing of students, teachers, and schools with qualitative, collaborative
assessments of students and teachers?
Critics of U.S. schools» heavy emphasis on
testing charge that the high -
stakes assessments inflict anxiety on students and teachers, turning classrooms into
test - preparation factories instead of laboratories of genuine, meaningful learning.
This is in contrast to «summative
assessment,» which measures learning at the end of the unit or term, or for high -
stakes tests.
Educators are currently under a great deal of pressure to successfully implement the Common Core — pressure that is mounting as high -
stakes are attached to the Common Core
assessments that in many places have yet to be developed or field -
tested.
ThinkLink
assessments are matched to the high -
stakes tests of each state.
Summative
assessments, or high
stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum.
These high
stakes tests do include performance
assessments, much like the
assessments we create in a PBL project.
Yet the school has a 100 % graduation rate, and their students have 100 % mastery on every high -
stakes state
assessment test in every subject.
Whatever bumpy ride this technological journey takes, experts insist that online
assessments — for both high -
stakes tests and classroom exams — are the undeniable wave of the future.
As
test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online
test - prep programs to help raise student scores on high -
stakes assessments, Advanced Placement
tests, and college - entrance exams.
Too often, high -
stakes tests are used as the primary
assessment tool for students, even for teachers and schools, Nellen says.
Koretz's research focuses on educational
assessment and policy, particularly high -
stakes testing and its effect on schools, as well as the validity of the score gains.
Increasing the
stakes attached to the MEAP
assessment also improved the academic environment by focusing the efforts of teachers and students on a good
test.
Assessment is, of course, a vital part of education, but the
stakes attached to these
tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the
assessments of all the students» teachers,» says Orfield.
«The notion of high -
stakes testing was brought on as one component of Louisiana's overall reform efforts and not in isolation,» said Scott Norton, director of standards and
assessments for the Louisiana Department of Education.
(Not to mention, as Michael Horn pointed out to me yesterday, these so - called high
stakes tests are no
stakes tests for students themselves, whereas
assessments embedded in their day to day may actually motivate students to perform).
As policymakers continue to pursue measures that tie crucial decisions about students to tough new
assessments, the National Research Council is sounding a warning about the use of such high -
stakes testing.
In the end, the high -
stakes test is the definition of what we think successful education stands for, for better or worse, and I think it's still an open question whether the next generation of
assessments will really match our aspiration to encourage rigorous, deep thinking rather than the rote - like product from the
testing regime.
In Maryland, students must pass four high -
stakes tests [high school
assessments] in order to qualify for a diploma.
More frequent
assessments that start with easier goals and gradually increase in difficulty can also help build students» sense of control, as can opportunities for students to demonstrate their skills in low -
stakes tests before taking an
assessment that counts.
But whether or not you're a supporter of high -
stakes testing, the fact remains that for now, these
assessments exist; so perhaps the more important inquiry to pursue is how do teachers balance preparation for...
This is a huge job, but
testing is at the center of all this, because we're going to have high -
stakes assessments on which the teachers in schools are evaluated.
We've compiled a list of resources to help parents understand high -
stakes testing, different forms of
assessment, and school achievement data.
«Educators are being held at such a high -
stakes level with
testing, MCAS [state standards - based
assessment], and growth models.
We agree with Rick Hess, for example, that «through - course
assessments» — high -
stakes tests to be taken a half dozen times a year — will pressure schools to follow a particular scope and sequence — and that this is a serious infringement on school - level autonomy.
Concerned that high -
stakes testing was narrowing student
assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.
Maybe to a plethora of high
stakes tests and other
assessments that already exist across our planet we can consider including questions that ask students: «How might you plan to spend the next 24 to 36 hours of your life?
On the left, some of the opposition to Common Core and its
assessments is related to broader resistance to high -
stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»
And only if the
assessment system holds all teachers responsible for results can the system improve (as opposed to high -
stakes testing in four of the twelve years of schooling).
Perhaps the greatest contribution of MI theory, I would argue, has been its role over the past decade as a counterbalance to an educational climate increasingly focused on high -
stakes testing, such as the IQ
test, the SAT, and the various state
assessments that have emerged from the No Child Left Behind Act.
Online
assessments — for high -
stakes tests and classroom exams — are the undeniable wave of the future and a key tool for customizing instruction, experts say.
However, not everyone is happy with the higher weighting for the external
test in some subjects, with a spokesperson for the Queensland Teachers Union (QTU), Sam Pidgeon labelling the change as introducing «high -
stakes assessment».
Beyond Standardized
Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to
Testing: District Focuses on Assessing the Whole Child Concerned that high -
stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to
testing was narrowing student
assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.
Assessment - Explores three separate aspects of
assessment for English language learners: Initial
Assessment, Ongoing
Assessment, and High -
Stakes Testing.
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.
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.
Classroom
assessment in the context of high -
stakes testing.
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.
High -
stakes testing refers to the use of
assessment data to make decisions about enrollment, retention, promotion, incentives for children or teachers, or other tangible rewards or punishments (Madaus, 1988; Meisels, 1989).
Next is to transform this movement strength into concrete victories by winning state legislation and local regulations to cut back
testing, end high
stakes, and implement high - quality
assessments.
Where instead of high -
stakes tests, students benefit from continuous and seamless
assessments that transparently drive moment - by - moment adaptations.
We have been helping students with high -
stakes tests since 1998, and we offer a multitude of review products for subject area end - of - grade, end - of - course, graduation level, career readiness, and college entrance
assessments.
She found that, when there was misalignment between a high -
stakes test and statewide recommendations for curriculum and instruction, teachers attended more to the form and content of the
assessment.
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).
It didn't matter that
assessment experts repeatedly said standardized
test scores should not be used for high -
stakes decisions and are only a narrow window into how well a student is performing.
Instead of this minor concession, the nation really needs an indefinite moratorium on high -
stakes tests and consequences to allow the development of new
assessment practices that actually support learning and teaching.
Assessment and
Testing: Continuous classroom
assessment would be more important than annual high -
stakes exams.
Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic
assessments, such as a portfolio, non-high
stakes standardized
tests (Iowa
Test of Basic Standards (ITBS) or the Stanford Achievement
Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.