Sentences with phrase «thinks standardized test scores»

We have created a society that thinks standardized test scores tell us what we need to know.

The 2015 scores for the National Assessment of Educational Progress (NAEP) are out, and the news isn't good for those who think standardized test scores tell us something significant about student achievement.

Not exact matches

I think it's unlikely that they'd seek out someone willing to work more hours, or someone with more industry experience, or someone who could score better on a standardized test.

Researchers from the RAND Corp., a Santa Monica, Calif. - based think tank, examined the standardized - test scores over five years for pupils in 2,892 schools across the state.

When we examine the results of standardized test scores we typically think we are seeing evidence of what students know.

«When the standardized tests begin to test thinking, I'll care about the test scores... but it's not what we want to be doing for kids.

This may reflect a parental preference for their children to enjoy school, or it might reflect parental preferences for teachers who emphasize academic facets that increase student satisfaction but are not captured by standardized test scores, such as critical thinking or curiosity.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

Voters thought improving scores on standardized tests was the least important (30 percent extremely important, 32 percent very important).

Of principals surveyed in 2001, 48 percent thought it a «bad idea» to «hold principals accountable for student standardized test scores at the building level.»

Contrary to contemporary pedagogical thinking, we find that students score higher on standardized tests in the subject in which their teachers spent more time on lecture - style presentations than in the subject in which the teacher devoted more time to problem - solving activities.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

In recent years a school of thought arose in our space that a centralized authority or «harbor - master» could produce better outcomes by carefully controlling both the entrance and the exit of schools from charter sectors, primarily on the basis of standardized test scores.

Zhao urged teacher educators to think bigger than scores on standardized tests — to prepare teachers who do more than train their students on employable skills, but who embrace diversity, curiosity, passion, and creativity.

«This, I think, is destructive, not productive,» he said, in part because he believes the governor's proposal would put too much emphasis on standardized - test scores in determining teacher effectiveness.

As educators, we realize that the quality of a child's education can not be measured solely by scores on standardized reading and math tests, which by their nature do not assess students» conceptual thinking, their ability to do research and to evaluate and defend ideas, their skill at written and oral expression, or their success in collaborative or teamwork settings.

Summary: Americans overwhelmingly think there is too much emphasis on standardized testing in public schools and that test scores are not the best way to judge schools, teachers or students, according to a national poll.

The critics of modern school reform that I know are people who see enormous trouble in the public education system, but don't think it will be fixed by spending billions of dollars on questionable teacher assessment systems linked to standardized test scores, or expanding charter schools that are hardly the panacea their early supporters claimed they would be, or handing out federal education dollars based on promises to change schools according to the likes and dislikes of Education Secretary Arne Duncan, whose record as superintendent of Chicago public schools was hardly distinguished.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

The authors assert that teachers «still don't trust test scores» and only one in three support rewarding teachers whose students routinely score higher on standardized tests; overall, however, teachers think evaluations are improving.

Researchers found that an increase in standardized test scores does not increase a child's cognitive skills: specifically her ability to analyze abstract problems and think logically.

MIT's study proves that a regime, such as the Common Core, whose goal is increased scores on standardized tests, will not develop critical thinking, no matter what its high - priced salesmen claim.

Although standardized test scores can give a general idea of the level of student achievement (typically limited to items that ask for recognition of information), the scores they report do not offer detailed insights into what students think or what they know how to do in practice.

And think about this: If teachers are evaluated on test scores, there has to be standardized test for every class.

The Democratic Assembly Speaker, for example, said that «he's always been troubled that teachers are rated on standardized test scores,» more specifically noting: «I don't think any single teacher that I've talked to would shirk away from being held accountable... [b] ut if they're going to be held accountable, they want to be held accountable for things that... reflect their actual work.»

Morgan Polikoff, assistant professor at the Rossier School of Education at the University of Southern California, thinks PARCC might also face a battle in Maryland, after the state was the only one to see falling scores on all four National Assessment of Educational Progress (NAEP) tests — which are considered the gold - standard for student standardized tests.

Americans overwhelmingly think there is too much emphasis on standardized testing in public schools and that test scores are not the best way to judge schools, teachers or students, according to a national poll.