Sentences with phrase «stakes test preparation»

Not exact matches

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.

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparation.

A 2013 senate committee looked at a range of adverse consequences emerging from the NAPLAN, including narrowing the curriculum, and the development of a NAPLAN preparation industry — creating the perception NAPLAN is a «high stakes» test.

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.

High - stakes accountability with annual tests that are not tied to course content (which reading tests are not) amounted to a tax on good things and a subsidy for bad practice: curriculum narrowing, test preparation, and more time spent on a «skills and strategies» approach to learning that doesn't serve children well.

They also are calling for a decrease in high - stakes testing; an increase in music, art, and gym programs; smaller class sizes; and paid preparation time.

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...

Teachers recognize test preparation as necessary in this era of high stakes standardized exams, but most can't afford to spend much precious class time on test preparation activities.

Although time spent on test preparation increased substantially after the institution of high - stakes accountability, it declined in subsequent years.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

It became apparent to observers that private schools, without so much attention to preparation for high - stakes testing, were able to permit students to put more time into the projects during school hours.

Then, without much preparation for teachers or principals, it became a high - stakes affair that emphasized test preparation.

With the feedback that formative assessments provide, you can tailor preparation efforts for high - stakes summative testing to your student's needs.

High stakes attached to them have led schools to not engage in more challenging and engaging curriculum but to limit school experiences to those that focus on test preparation.

Mainly for international readers, this section provides a brief history of teacher education in the United States and discusses such issues as who grants the teaching license, recent developments and future trends in teacher preparation (e.g., high - stakes testing, disallowing «education» as a major, alternative certification), and the emergence of the bilingual education endorsement.

Although MTAS would like to see a reduction (and elimination in the early years) of standardized testing and time spent on test preparation in CPS, the high - stakes consequences of many standardized tests concern us equally as much.

The major barriers to integrating educational computer games into the classroom included lack of computers (70 %), lack of time (49 %), time needed for preparation for school and national high - stakes testing (27 %), lack of knowledge about science games (27 %), and a lack of technology support within schools (24 %).

Develop transparent assessment plans that account for all time spent on assessment and preparation, especially high - stakes testing and prep.

Edgenuity's Virtual Tutor online test preparation courses prepare students for the Georgia Milestone, EOC, ACT ®, SAT ®, GED ®, and other high - stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Texas students for the STAAR ™, TSI, EOC, ACT, SAT, GED, and other high stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare North Carolina students for the ACT, SAT, GED, and other high stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Virginia students for the EOC, SOL, ACT, SAT, GED, and other high stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Illinois students for the ACT ®, SAT ®, GED ®, and other high - stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Missouri students for the ACT, SAT, GED, and other high stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Colorado students for ACT ®, SAT ®, GED ®, and other high - stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Idaho students for the EOC, ACT ®, SAT ®, GED ®, and other high - stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare Nevada students for the EOC, ACT, SAT, GED, and other high stakes exams.

Edgenuity's Virtual Tutor online test preparation courses prepare New York students for the Regents, ACT, SAT, GED, and other high stakes exams.

Recognizes the best application or solution for high - stakes assessments / preparation for high - stakes tests in the PK - 12 or postsecondary market for use in either formative or summative assessments.

Students in high - stakes testing grades spend between 60 and 110 hours annually in test preparation — that is, taking practice tests and learning test - taking strategies.

Furthermore, attaching these stakes to test scores will result in further intensifying the focus on test preparation that is responsible for the narrowing of our curriculum.

To reinforce the most important message — that comprehension depends on knowledge, and thus schools must systematically build knowledge — the tests need to be tied to the content taught or the high stakes need to be removed so schools will no longer take time out of regular instruction for test preparation.

Newly designed schools have the advantage of considering the challenges established schools may face when it comes to educating students in the era of accountability, high stakes academic testing, and college and career preparation.

Edgenuity's Virtual Tutor online test preparation courses prepare Louisiana students for the EOC, ACT ®, SAT ®, GED ®, and other high stakes exams.

While some states, districts, and schools implemented problematic test preparation practices as a result of high - stakes accountability environments, those «drill and kill» multiple choice worksheets do not need to be the only strategy for enhancing student achievement.

Better yet, you won't need to spend months on test preparation in the spring because your students will already have had a significant amount of practice on the same types of questions they will see on state high - stakes assessments.