Sentences with phrase «stakes testing often»

Even within tested subjects such as math and English high - stakes testing often narrowed the focus to material that could be covered in a standardized test format.

High stakes tests often inaccurately assess English language learners — measuring their understating of English and the dominant culture rather than the subject they are being tested in.

Not exact matches

As a character, Fletcher is a Rorschach test for feelings about fathers and teachers — and any high - stakes training where tough love and sadism are often indistinguishable.

With the pressure of high - stakes testing and a packed curriculum, I often coach teachers who are nervous about giving time to a robust PBL project.

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.

Too often, high - stakes tests are used as the primary assessment tool for students, even for teachers and schools, Nellen says.

These efforts follow a series of studies of high - stakes testing programs in which Koretz found that teachers often respond in ways that produce serious inflation of scores.

Choosing this test as a basis for considering the impact of high - stakes tests on students in the 4th and 8th grades (ages 9 and 13, respectively) is a sensible idea, because the validity and reliability of NAEP, often called the «nation's report card,» are well accepted.

All told, jigsaw learning is a counterweight to the high - stakes testing culture that too often tears kids apart instead of stitching them together.

When I interviewed teachers for See Me After Class, the unintended consequences of high - stakes tests came up most often among language arts teachers.

Oh, and let's not forget the ubiquitous frustration and anger I keep running into regarding things like professional discretion, high - stakes testing, and an often enormous gap between curricular mandates and students» ability levels.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

In this high - stakes testing world, students (and educators) often lose sight that learning can be its own reward.

In addition to directly surveying the implementers of educational reform, we need to investigate a possible connection between the high stakes testing programs that are often part of standards - based reform and student dropout rates.

Throughout the 1990s, one state after another adopted prescriptive education standards enforced by frequent standardized testing, often of the high - stakes variety.

Commentators often try to explain away this troubling trend as an artifact of changing student populations, flaws in test design, or declining student effort on low - stakes tests.

While the political discourse surrounding education too often seems hung up on the role of high - stakes testing or common core curriculum, many experts now are turning their attention toward ed tech, or the role of technology in expanding educational opportunity.

Chetty, a professor at Harvard University, often quoted as the expert in the interpretation of VAM along with co-researchers Friedman & Rockoff, offers the following two cautions: «First, using VAM for high - stakes evaluation could lead to unproductive responses such as teaching to the test or cheating; to date, there is insufficient evidence to assess the importance of this concern.

Countries that we are often compared to, such as Finland and Singapore, do not use high - stakes testing to judge students and teachers.

Aspiring and new teachers often have a desire to engage students in issues of social justice but find themselves overwhelmed when presented with scripted curriculum, high stakes test prep, and mentors without the drive or experience of doing it themselves.

While ESSA required states to add in a couple of additional outcome measures of students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to make important and often high - stakes judgments about students, schools, and districts.

And there are these often bitter political fights, David, right now over Common Core State Standards, over high - stakes testing, over teacher accountability.

Students took standardized, low - stakes tests every so often.

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.

NCLB brought an unforgiving and continuing era of high stakes testing infused with constantly moving, often unattainable «goals.»

And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended on cursory classroom observations, pass rates on licensure tests, and degrees earned.

For parents of gifted students, or twice exceptional students, high - stakes tests are often seen as another notch in their student's belt to show intelligence.

Already teachers often say they lose one month a year of true teaching in order to prepare for high - stakes testing.

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.

But the teaching of reading veered significantly off track when those personal connections (also well represented on some high - stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.

Creativity is often mentioned as an important 21st century skill, but the emphasis on basics and high - stakes testing is squeezing it out of the curriculum.

The massive emphasis on new external, standardized exams, often with high stakes attached, has intensified the domination of summative tests over curriculum and instruction — even though the research examined by Black and William supports the conclusion that summative assessments tend to have a negative effect on student learning.

Stress on Students: High - stakes testing places tremendous stress on students as well as schools, often undermining students» self - confidence and love of learning.

Often these tests are referred to as «high stakes,» although some states have a mechanism for graduation or promotion that avoids retention consequences when the student has otherwise earned graduation or promotion.

Though the labels have often been revised to «assessment,» most state programs still predominantly rely on traditional, multiple - choice tests, and many states use them inappropriately to make high - stakes decisions.

WHEREAS, it is widely recognized that high - stakes standardized testing is an inadequate and often unreliable measure of both student learning and educator effectiveness, and the over-reliance on standardized testing has caused considerable collateral damage in many schools, including narrowing the curriculum, teaching to the test, reducing student's love of learning, pushing students out of school, driving teachers out of the profession, and undermining school climate; and

In the era of high - stakes testing, formative assessment has given way to an over-reliance on summative assessments and too often resulted in misuse of assessment results.

Indeed, the National Assessment of Educational Progress test is often used as a gauge for actual student performance specifically because it is a low - stakes test.

A fearful focus on high - stakes tests has too often resulted in a constricted curriculum and uninspiring instruction (Ravitch, 2010).

However, in the age of high - stakes testing and increased teacher accountability, coaches are often brought in to address gap areas discovered during teacher evaluation processes.

While advocates of high - stakes testing and increased standardization often point to accountability measures as an effective response to the deficit model, we suggest precisely the reverse.

This type of language, which often uses terms like grit, persistence, perseverance, and sacrifice, is perhaps as damaging as our high stakes testing climate to the education community in that it glorifies the talents and commitment of the individual above all else.

'» In other words, the semblance of relevance test often trumps concerns of proportionality: the time and cost of ediscovery relative to the damages at stake.

It's also unclear how memorizing often - archaic rules to prepare for standardized, high - stakes multiple - choice tests that are administered under stressful conditions will in any way improve one's ability to competently practice law.

I've previously posted about studies that have found that the laser - like focus on raising student test scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Updatest scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Updoften identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly UpdaTest Scores Often Don't Do As Well With SEL Skills and SEL Weekly UpdOften Don't Do As Well With SEL Skills and SEL Weekly Update).