Education World's Principal Files principals share their thoughts about the impact of standards and
testing on classroom teachers and students.
Not exact matches
Widely affirmed proposals call for the restructure of low - performing schools, more emphasis
on the basics, safer
classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized
tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified
teachers and improved salaries, more parental input and more equitable funding.
«I ask our coaches to go in and visit with
classroom teachers about the youngster's presence in the
classroom — not just how he does
on test scores, but his presence.
However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores
on standardized
tests of ability and achievement,
teacher ratings of
classroom performance, and greater success at high school.
In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance
on standardized
tests, higher
teacher ratings of
classroom performance, and better high school achievement.
Teachers who earn that number of points from the
classroom - observance component are virtually assured of compiling enough points from other parts of their evaluations, based
on students» performance
on tests, to be rated «effective.»
«Trusting
teachers and freeing them up from the daily grind of targets,
testing and inspections that change as often as the weather will ensure that there is more time spent
on what
teachers do best, providing a stimulating and fulfilling experience for all our youngsters ensuring success and interest in the
classroom and beyond»
He said the money being spent
on testing and
teacher evaluations could be spent in
classrooms and
on extra-curricular activities for children, which are being cut in many districts.
He proposed revising
teacher evaluations with half their scores based
on their students» scores
on state
tests, up from 20 percent, and half based
on classroom observations.
It came after a cascade of dissent from parents and
teachers, steadily growing since
tests aligned with the Common Core academic standards were introduced into
classrooms in the 2012 - 13 school year and since the state toughened its evaluation laws, with an increasing amount of educators» job ratings linked to student performance
on exams.
The union's concerns stem from, in part, the linking of
teacher performance evaluations to
test performance and the new emphasis placed
on classroom testing by the state.
The budget also created a new
teacher evaluation system that relies
on a mix of in -
classroom observation and at least one standardized
test to assess performance.
The legislation includes changes to the state's
teacher evaluation law, which will rely
on a mix of state
testing and in -
classroom observation.
The law, which bases as much as 50 percent of
teachers» job ratings
on student
test scores, was strengthened during a time when more rigorous standardized exams, based
on the national Common Core academic standards, were being introduced into
classrooms.
Cuomo has proposed revising
teacher evaluations with half their scores based
on their students» scores
on state
tests, up from 20 percent, and half based
on classroom observations.
Four - out - of - five New York City voters (80 %) support a new
teacher evaluation system based
on both
classroom observations and
test scores, with 56 % supporting such a system strongly.
The New York Daily News reports
on our poll that found that 80 % of NYC voters support a new
teacher evaluation system based
on both
classroom observations and
test scores.
After a panel that he created said it concurred with the AFT's report recommending a bar - like exam, Gov. Andrew Cuomo, endorsed the idea in his State of the State address
on Wednesday, saying that «every
teacher» should take such a
test and pass it «before we put them in a
classroom.»
The New York Daily News blog reports
on StudentsFirstNY's recent poll that found that 80 % of NYC voters support a new
teacher evaluation system based
on both
classroom observations and
test scores.
«Albany needs more
classroom teachers shaping
classroom policy and ending overreliance
on standardized
tests.»
Under the proposal,
teacher evaluations would be based
on both objective measures, like student performance
on state
tests, and subjective measures like «rigorous»
classroom observation.
6,687 students 623
classroom teachers 10 schools (one high school, two junior highs, seven elementary) $ 188.8 million 2010 - 11 budget 1 % of students need free or reduced price lunches 97 % students are white or Asian (3 % black or Latino) 83 % of third - graders scored proficient or higher
on this year's state's English
test; 90 %
on math exam.
Still,
teachers and administrators prefer that the emphasis be
on classroom observation as opposed to
testing.
Whatever the parties negotiate or King decides, the evaluation system will be based 20 percent
on standardized
test scores when applicable, 20 percent
on other evidence of student learning and 60 percent
on classroom observation and other measures of
teacher effectiveness, in keeping with the 2010 state law
on teacher evaluation.
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.
The papers also describe key decision points in the curriculum development process and how the pilot
test data
on student and
teacher learning and
classroom enactment were used to revise and improve the unit.
The public release of these ratings — which attempt to isolate a
teacher's contribution to his or her students» growth in math and English achievement, as measured by state
tests — is one important piece of a much bigger attempt to focus school policy
on what really matters:
classroom learning.
And
teacher evaluation, based
on hollow
test scores, will create more love-less and stale
classrooms all over the country.
Challenges:
Teacher training / PD and
classroom resources will need to be provided to enable effective and efficient implementation; Funding for relief
teachers whilst
teachers administer the
test; Not addressing the flaws in the UK Phonics Screening Check / inaccurately
tests students; Not providing funding / resources to support students identified through the check as at risk; Additional workload for
teachers including, impact
on time to administer
tests; Duplication of existing
tests and / or additional
testing burden; Stress or anxiety for students and parents; Some commented writing was a key element that needs to be in the
test.
But in the majority of
classrooms, where opt - out appears likely to remain at low levels, the data strongly suggest that students sitting out of standardized
testing will have only a trivial impact
on the ratings received by their
teachers.
For a number of reasons — limited reliability, the potential for abuse, the recent evidence that
teachers have effects
on student earnings and college going which are largely not captured by
test - based measures — it would not make sense to attach 100 percent of the weight to
test - based measures (or any of the available measures, including
classroom observations, for that matter).
New
teacher evaluation systems, meanwhile, judge educators
on their students» performance
on statewide standardized
tests, or the pre - and post-assessments they've devised to determine how much their students have learned that year in their
classrooms.
Key recommendations of the report include: • A
test to assess the literacy and numeracy skills of all teaching graduates; • A requirement for universities to demonstrate that their graduates are
classroom ready before gaining full course accreditation; • An overhaul of the in class practical element of teaching degrees; • A specialisation for primary school
teachers with a focus
on STEM and languages; and, • Universities publish all information about how they select students into
teacher education programs.
After extensive research
on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide
teachers with feedback for growth: (1)
classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the
Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of
teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based
on standardized
test scores over multiple years.
Teachers received bonuses based
on the overall performance of all
tested students in their school, rather than just
on the performance of students in their own
classrooms.
The Learning Innovation Hub program, or iHub, allows digital providers to
test and get feedback
on their products from
classroom teachers, in a process meant to nurture improvement and innovation.
Drawing
on the results of computer - adaptive
tests given periodically throughout the year, the 7th and 8th grade humanities
teacher and her students at Oak Valley Middle School in San Diego set
classroom goals that target the areas the youngsters struggle with the most.
As soon as the Report Card is turned into a
test in which a
teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the
classroom is at the 40th percentile
on the dimension of student timeliness, the function of the Report Card is lost.
The PZC tackles challenging issues about the kind of teaching and learning that should be done in
classrooms all around the world, but is not being done, in part because of the pressure for certain performances
on certain kinds of standardized
tests, in part because
teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.
Then after three years obviously we'll
test those four scenarios again and look to see whether they're still relevant, whether we can see indications of those stories coming true, in which case then we continue
on in the same direction and look at step two - building
on the foundations to shift and move the school, and what we do in the
classroom and what
teachers actually do to prepare ourselves for that future.
Back when I was a
classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school
on a standardized math
test.
In addition to modeling lessons for
teachers and working with small groups of students, the skills specialists also regularly analyze student scores
on diagnostic, formative, and standardized
tests across
classrooms, subjects, and grades.
In a 2011 interview by Lynnette Guastaferro of Teaching Matters, Darling - Hammond says that whether the national standards are put into effect in a way that is «much more focused
on higher - order learning skills» (that is, progressive education
classrooms for all) depends
on «building curriculum materials,» «transforming»
testing, and changing in - service
teacher training.
The lesson plan covers the instructions for a
classroom activity, the handbook has more specific information for the
teacher on how to conduct different
tests and what type of data has been recorded.
These new systems depend primarily
on two types of measurements: student
test score gains
on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual
teachers; and systematic
classroom observations of
teachers by school leaders and central staff.
When compared with such crude indicators, the combination of student achievement gains
on state
tests, student surveys, and
classroom observations identified
teachers with better outcomes
on every measure we
tested: state
tests and supplemental
tests as well as more subjective measures, such as student - reported effort and enjoyment in class.
A Maryland school district's curriculum and
classroom assessments represent what
teachers need to help students reach ambitious academic goals and succeed
on state
tests, concludes a report issued by a group pushing for greater student achievement.
Principals who rotate their faculty by strength during the year, or augment
classroom teachers with online lessons, will find their staffing models a poor fit for evaluation systems predicated
on linking each student's annual
test scores to a single
teacher.
Several studies, including our own, clearly demonstrate that
teacher evaluation systems that are based
on a number of components, such as
classroom observation scores and
test - score gains, are already much more effective at predicting future
teacher performance than paper credentials and years of experience.
By
testing students, releasing the results to the public, and attaching rewards and sometimes a few weak sanctions to those results, accountability reformers have attempted to tighten the screws
on local school boards, administrators, and
classroom teachers.