However, most of these tests are multiple choice,
standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.
Despite growing poverty, my great elementary school consistently scores well on
standardized measures of achievement and surveys of student, community, and teacher satisfaction.
As the first
standardized measure of achievement, third grade scores represent everything that has occurred from birth through third grade.
Participants (179 fifth - grade boys and girls) completed repeated daily measures of peer victimization and negative affect;
a standardized measure of achievement was collected concurrently.
Not exact matches
Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration
of breastfeeding to be associated with higher scores on
measures of cognitive ability, teacher ratings
of performance,
standardized tests
of achievement, better grades in School Certificate examinations, and lower percentages
of children leaving school without qualifications.
Associations Between Duration
of Breastfeeding and
Measures of Cognitive Ability, Teacher Ratings
of School Performance,
Standardized Tests
of Achievement, and High School Success After Adjustment for Covariates
Associations Between Duration
of Breastfeeding and
Measures of Cognitive Ability, Teacher Ratings
of School Performance,
Standardized Tests
of Achievement, and High School Success
Furthermore, these differences also correlated with one
measure of academic
achievement — performance on
standardized tests.
«Over the past decade we've been able to identify a growing number
of educational interventions that have managed to have notable impacts on students» academic
achievement as
measured by
standardized tests,» West says.
... In the current study, academic
achievement was
measured with
standardized tests administered in spring 2013, which was concurrent with the time
of year when participation in the SBP peaked.
Results indicated that ADHD adults exhibited higher levels
of original creative thinking on the verbal task
of the ATTA (using a
standardized measure of creativity) as well as higher levels
of real - world creative
achievement, in comparison to adults without ADHD.
The study assessed performance on
standardized achievement tests as well as
measures of various character strengths.
«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT
achievement in their high school rating systems, and we heartily endorse all
of these
of these
measures, especially those tied to
achievement on AP / IB tests, which are precisely the sort
of high - quality assessments that critics
of dumbed - down
standardized tests have long called for.
To the extent the program involves student
achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval
of site - based administrators»; these objectives «will be
measured by a combination
of existing assessment instruments, and teacher designed tools,» as well as by state
standardized tests.
Most
of these schools also regularly collect portfolios
of student work in an attempt to go beyond
standardized test results and provide richer
measures of achievement.
The
achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates
of the impact
of attending a middle school on student
achievement as
measured by
standardized tests in math and English Language Arts.
In the specific year when students move to a middle school (or to a junior high), their academic
achievement, as
measured by
standardized tests, falls substantially in both math and English relative to that
of their counterparts who continue to attend a K — 8 elementary school.
Mostly based on «value added,» a statistical
measure of the contribution the teachers make to student
achievement on
standardized tests.
And if the underlying
measure of student
achievement in these studies was
standardized tests, as was surely the case in many
of them, why are such tests acceptable as
measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?
Evaluations
of any educational technology program often confront a number
of methodological problems, including the need for
measures other than
standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.
Student
achievement at schools operated by the Bureau
of Indian Affairs as
measured by scores on
standardized tests is considerably lower than that
of public schools, according to a report by the federal General Accounting Office.
In tackling this task, Feinberg says, they «backed into» the five essential tenets
of the KIPP model: High Expectations (for academic
achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on
standardized tests and other objective
measures are coupled with a focus on character development).
The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any,
of our
standardized achievement tests
measure).
But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some
measures of student
achievement, including, where available, scores from
standardized tests.
On the other, there are some who argue that
standardized assessments provide the only
measure of teacher effectiveness and student
achievement.
The authors found that in the specific year when students move to a middle school (or to a junior high), their academic
achievement, as
measured by
standardized tests, falls substantially in both math and English relative to that
of their counterparts who continue to attend a K — 8 elementary school.
Instead
of using
standardized measures of student
achievement, advocates sometimes design their own assessments in order to prove certification's value.
Measures of achievement, cognitive ability, and academic effort are
standardized at each wave to have a mean
of 0 and SD
of 1.
Schools such as Wilbur shine under the current
measure of academic success — the all - important Academic Performance Index — based on students»
achievement level on
standardized tests.
After analyzing a truly staggering amount
of data, the researchers conclude that teacher effectiveness can be
measured by using «value - added» analysis
of student
achievement growth on
standardized tests.
As well, CT showed larger effects on the mathematics
achievement of special need students than that
of general education students, the positive effect
of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-
standardized tests as
measures of mathematics
achievement reported larger effects
of CT than studies that used
standardized tests.
They also embrace
standardized testing as a way to
measure student
achievement, and both call for all states to participate in the National Assessment
of Educational Progress (NAEP), called «the nation's report card,» which tests students in grades four, eight, and twelve in various subject areas.
Schools must use a range
of assessment tools, not
standardized tests alone, to
measure students» «authentic»
achievement levels, a new report by the National Association
of Secondary School Principals concludes.
The report, released Wednesday, relies on standards used by the National Assessment
of Education Progress, the only national - level
standardized test, considered the gold standard for
measuring actual student
achievement.
Before the re-authorization
of IDEA
of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (
measured by IQ) and their academic functioning (
measured by
standardized Achievement Tests.)
Summary: Morgan Polikoff, an associate professor at the University
of Southern California Rossier School
of Education, is calling on the federal government to stop
measuring student
achievement based on the percentage
of students who score as proficient on
standardized tests.
The Times sought three years
of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic
achievement, as
measured by state
standardized test scores.
Hill, Ball and Brian Rowan find only modest links between
measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achi
measures of the mathematical knowledge that teachers need for teaching and their students» performance on
standardized math tests, and the vaunted
Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achi
Measures of Effective Teaching project had to abandon its content knowledge for teaching
measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achi
measures, designed to assess some aspects
of pedagogical content knowledge, as they were not associated with student
achievement.
The most controversial
of them include what is known as value - added models1 that use data from
standardized tests
of students as part
of the overall
measure of the effect that a teacher has on student
achievement.
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.
If passed, this will take what was the state's teacher evaluation system requirement that 20 %
of an educator's evaluation be based on «locally selected
measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core)
standardized test scores will be set at 50 %.
Expanding definitions
of success is complicated because success defined broadly does not allow for the same methods to
measure student academic
achievement —
standardized tests.
If you were to design a comparative study
of differences in student
achievement between school environments that use annual
standardized tests and those that do not, what
measures of achievement or other outcomes would you examine to reveal differences, and why?
There is good evidence that California's
standardized tests are a poor
measure of student
achievement.
When asked about the problems associated with
standardized testing — cheating, overtesting, blunt
measures of student
achievement — U.S. Secretary
of Education Arne Duncan often points to a duo
of «next - generation assessments» funded by federal money.
KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on
standardized tests are used as
measures for teacher accountability, but, arguably, helping children score well on an
achievement test is
of little value in itself.
The summative evaluation
of two years
of the Arts for Academic
Achievement (AAA) program examines student learning outcomes
of arts - integrated instruction
measured by
standardized tests, as well as effects not captured by
standardized tests.
Over the border in Georgia, Gwinnett County has developed a «Results - Based Evaluation System,» in which fully 70 percent
of the score for schools and their principals is tied to student
achievement, as assessed by indicators including
standardized test scores and
measures of where schools are in closing the
achievement gap.
Standardized test results have been the defining
measure of student
achievement and school quality under the No Child Left Behind Act.
You write, «I respectfully disagree with your suggestion that the closest thing states have to an objective
measure of student
achievement [value - added growth scores based on
standardized tests] should not be part
of the equation.»