Sentences with phrase «tests as accountability measures»

During the past 20 years, there has been a steady increase in the use of standardized tests as accountability measures (Linn, 2000; Madaus & Tan, 1993).

Not exact matches

That is especially true, she notes, when rewards and punishments are attached to the outcomes of the tests, as is the case under the No Child Left Behind law and states» own «accountability» measures.

The Sunshine State had instituted school voucher programs, increased the number of charter schools, and devised a sophisticated accountability system that evaluates schools on the basis of their progress as measured by the Florida Comprehensive Assessment Test (FCAT).

In good measure, the failures of the current system have festered as long as they have because many of the advocates of test - based accountability simply didn't want to face the evidence.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

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.

Achieve, which normally assesses accountability systems at the state level for «quality and coherence,» praised the Montgomery County assessments as rigorous, high - quality measures that are good predictors of students» performance on state - level tests.

Within a state's accountability plan, «substantial weight» would have to be given to quantitative measures, such as graduation rates and performance on state tests, with much less weight allotted to subjective measures, such as school climate and educator engagement.

In standards - based reform, much of the attention has been on states as the entities responsible for setting academic standards, developing testing systems to measure the standards, and then putting accountability systems in place based on those standards.

If they do, they'll face initial opposition from President Obama, who has defended annual testing as an essential accountability measure.

Almost every state is now instituting accountability systems to measure progress in standards - based reform, and almost every such system depends heavily on testing as an indicator of student or school performance.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

However, the problem with NCLB as it is currently enacted is not the accountability requirements but the measure used to assess accountability, high - stakes testing.

As districts — as well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencAs districts — as well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencas well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencas states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherence.

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

The test score issue comes as California's school accountability system is undergoing a broad revision, as the Brown administration and state schools chief Tom Torlakson search for more achievement measures than just test scores.

Over the several decades that standardized test results have been used as an accountability measure, few have questioned the assumption that these tests provide evidence that actually reflects school quality and that can promote school improvement.

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.

For example, while we have ample evidence of unintended consequences of test - based accountability — as well as evidence of some potential benefits — we know less about the consequences of using value - added measures to encourage educators to improve.

But with the joint imprimatur of No Child Left Behind and Race to the Top, advocates of standardized testing, school choice, merit pay, and tough accountability measures like school closings heralded these measures as «reforms.»

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these competencies.

Members of the Public Schools Accountability Act Advisory Committee said one key issue that still remains to be worked out is the weighted emphasis graduation rates will be given within the overall API calculation as the state moves to reduce the import of test results and factor in other measures indicative of student success.

I'm also not clear as to why teacher accountability (through evaluation of student learning by test scores and other, richer measures) runs counter to teaching students the value of self - discipline and motivation.

We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple - choice and constructed - response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the NAEP or NWEA MAP assessments, which have the same item format across states.

Alaska is working local interim tests into its accountability system as a measure of school quality or student success for elementary schools.

State Superintendent of Public Instruction Tony Evers said the state could employ the «value - added» method developed at UW - Madison to measure student growth on a new state test as part of a new state accountability system for schools.

The tests would not be used as a school accountability measure.

I'm also quite sure of how difficult a task it is to push the standards rock up the status quo hill, particularly in a day and age when we are wary of testing in general and many are waiting to see what will become of the accountability standards in NCLB as wishes move to reauthorization, multiple measures, and a new look on federal education policy.

Benjamin Franklin High School in New Orleans holds the title as the top school in Louisiana based on standardized test scores and other measures included on the state's accountability report card and is listed among the nation's best public schools.

Considering all this, some experts have gone so far as to say that regardless of what ends up happening in the judicial system, the political momentum for using test - based accountability measures is all but over.

In years past, K - 12 accountability measures focused on data points such as third - grade reading scores, the number of ninth - graders taking algebra, or setting new records for the most number of AP tests taken and passed.

Many principals mentioned they use value - added measures to place teachers in tested subjects and with students in grade levels that «count» for accountability purpose... some principals [also used] VAM [output] to move ineffective teachers to untested grades, such as K - 2 in elementary schools and 12th grade in high schools» (p. 100).

Policies that use standardized test scores as the most important accountability measure for schools, teachers or students, and / or expand the use of standardized testing in our schools.

If assessments are going to be used as accountability measures, reliability (the degree to which a test can be depended on to produce consistent results repeatedly), and validity (the extent to which a test accurately measures the result that it is intended to measure), become critically important.

He describes the nation's main education law as an «impediment to reform,» citing ESEA's outdated testing regimen, accountability measures, and teacher quality determinations, all of which fail to align with the widely adopted Common Core State Standards as well as recent state efforts to overhaul their teacher evaluation systems.

Even as educators are integrating these more rigorous standards into their instruction, student and school performance continue to be judged using No Child Left Behind's (NCLB) outdated testing regimen and accountability measures.

After taking a step forward by incorporating student outcomes into the accountability index for students with disabilities, the Office of Special Education Programs promptly took a gigantic leap backward by relying solely on standardized testing as the only measure of program performance.

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

The Obama administration's 2011 waivers from particular NCLB provisions, known as ESEA flexibility, marked the beginning of a departure from this limited focus.6 By 2015, the U.S. Department of Education had approved 42 states and the District of Columbia for ESEA flexibility, giving them the opportunity to expand accountability measures beyond test scores and graduation rates.

The Winston Society — or «Winsoc,» in Orwell's newspeak — played on these associations in constructing the wiki as a space for classroom teachers to join the likes of Winston Smith and «fight big brother» — that is, work against NCLB and its test - based accountability measures — and cultivate alternative visions for education that involved more progressive politics and pedagogies.

The board covers fairly familiar ground while acknowledging that some aspects of NCLB have been negative, such as the inability of test based accountability to distinguish between so - called «failing» schools and schools that missed certain accountability targets as measured by tests.

We hope the national spotlight on Chicago's schools refocuses the nation's attention on building connections between schools, parents and communities, backing research - based reforms and beginning the important pushback on damaging practices such as high - stakes testing, school closings, and flawed teacher accountability measures.

The new bill gives control back to state and local governments by allowing them to create their own school accountability and teacher evaluation systems so as to provide greater flexibility in deciding how much weight test scores hold as a means of performance measures and teacher qualification.

However, it will come as no surprise that despite growing nationwide resistance, the federal government has reaffirmed its commitment to annual high - stakes standardized testing and accountability measures, and to linking those scores to school funding.

Joseph Martineau joined the Center as a Senior Associate in January 2014, and has led and contributed to work on growth models, prepared for and analyzed the effects of interruptions of online testing, developed and improved testing and accountability systems, measured achievement gaps, conducted standard setting, evaluated test security, designed comprehensive assessment systems, conceptualized high school assessment under ESSA, designed educator certification testing, and implemented educator evaluation systems.

For those states that have opted to administer the test to all learners as an accountability measure, a testing schedule may be found on your state education agency's site.

The act's emphasis on test scores as the primary measure of school performance has narrowed the curriculum, and the one - size - fits - all accountability system has mislabeled schools as failures even if their students are demonstrating real academic growth.

NAESP is pleased to have played a role in creating the opportunities that are now afforded to schools under the new law, such as allowing accountability systems to include multiple measures, factoring in elements other than test scores; conducting needs assessments for struggling schools and learning communities facing the greatest challenges; developing clear and concise plans for targeting federal funding in ways that meet the needs of students in the school; and implementing local programs and monitoring their progress in collaboration with educators.

Accordingly, the following question would be inappropriate to ask judges as they review the relationship between content standards and the items on an accountability test: Is this test item in agreement with the curricular aim it is intended to measure?