Sentences with phrase «use of achievement tests»

Not exact matches

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciachievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciAchievement Reporting and Innovation System, or ARIS, that it developed for the city schools.

Only a few of the districts could be directly compared because they use the same standardized achievement test.

University of Washington researchers use state test scores, rates of free and reduced lunch, and the number of AP classes that students enroll in to determine the general level of school achievement for comparison.

The assessment will continue to use performance standards — basic, proficient, and advanced — and a mix of multiple - choice and open - response test items in assessing the academic achievement of U.S. students.

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

Achievement tests are a reasonable proxy for school quality that a regulator could use to decide which schools should be included or excluded from the set of options available to parents.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

I always understood that achievement tests were only a partial and imperfect indicator of school quality, but I used to believe that other aspects of school quality not captured by achievement tests were largely correlated with those test results.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

Instead of using proficiency rates to gauge achievement, Colorado will take an average of students» test scores, which sounds simple (like blocking and tackling) because it is simple — assuming you do it.

The monitoring of literacy and numeracy achievement against a set of absolute proficiency levels would require a shift in thinking on the part of students, teachers and parents who are used to interpreting test performances only in terms of year level expectations.

A study of a representative sample of schools in California shows that schools where the principal and the district extensively used test data to improve instruction and student learning had the highest achievement for English - language learners.

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?

The paper defines performance assessment and different types of performance tasks; reviews recent history of performance assessments in the United States; and summarizes research on the quality, impact, and burden of performance assessments used in large - scale K - 12 achievement testing.

To estimate the achievement of workers born in the United States, we use mathematics test scores on the NAEP for 8th graders by birth state between 1990 and 2011.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

Classrooms or schools have been used by Len Jason and his colleagues on tests of programs for transfer students, in Leanard Bickman's admirable but aborted trials on teacher - incentive programs in Tennessee, and in Sheppard Kellam's Baltimore studies on mental health and children's achievement.

Two kinds of standardized achievement tests commonly used for school evaluations are ill suited for that measurement.

The use of high - stakes achievement tests around the world have created controversy among teachers, parents, students, administrators, policy makers and heads of state.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

The discovery that teachers in some schools may have kept copies of last year's exams and used them to help students prepare for this year's tests, which ask the same questions, knocks off track, at least temporarily, state efforts to raise student achievement through greater school accountability.

The Iowa Test of Basic Skills was used to assess reading achievement of the students in each class.

From the implementation of the Common Core, to the recent debate surrounding teacher tenure, nearly every issue in public education today can be seen as a facet of a single, fundamental policy question: how should we use standardized assessments and the student achievement data these tests produce?

The experts» handiwork received a pat on the back recently when the American Institutes for Research (AIR) showed that NAEP's definition of «proficiency» was very similar to the standard used by designers of international tests of student achievement.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

In contrast, our recommendations are designed to support teachers to make reliable assessments of particular aspects of learning and achievement that can be compared across schools and used directly in the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examination.

But when a state switches to a new test, first - year results can't be used to compare achievement to that of previous years.

Ferey says they're not just looking at formalised assessments like NAPLAN or PAT (Progressive Achievement Tests), but also looking at the material that they generate as a school and using that to watch the progress of students and plan next steps, strategies or interventions to progress their learning.

Winners of the $ 4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and college - going rates — all in four years.

Multiple - choice achievement tests have their uses, but so do diagnostic tests, performance tasks, informal assessments, and other means of tracking student progress.

Principal Joe Corcoran of Harriet Gifford Elementary in Elgin, Illinois, also used a program patterned after the game show to help his students «take the edge off» in preparation for the Illinois Standards Achievement Test (ISAT).

School - Wide Rewards Improve Behavior, Boost Achievement Many schools use rewards as one part of their school - wide effort to boost student achievement and tAchievement Many schools use rewards as one part of their school - wide effort to boost student achievement and tachievement and test scores.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

An emerging economic literature over the past decade has made use of international tests of educational achievement to analyze the determinants and impacts of cognitive skills.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

The 1998 study by Meredith Phillips and her colleagues, mentioned earlier, had the greatest success in explaining racial differences in achievement, yet the unexplained portion of the achievement gap on the vocabulary test used in their study was still so large that it nearly exceeded the raw gap in reading and mathematics we found in the Early Childhood Longitudinal Survey data.

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

Mobilizing employers and business leaders to insist that states align high school standards, assessments and graduation requirements with the demands of postsecondary education and work and show graduates that achievement matters by using high school transcripts and exit test results in making hiring decisions.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

Some tests, such as the Stanford Achievement Test, are developed for general use by any school district in the country, while other tests are developed for a specific state, such as the Massachusetts Comprehensive Assessment System (MCAS), and the Texas Assessment of Academic Skills (TAAS).

Some achievement tests in use now are the California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, and Stanford Achieveachievement tests in use now are the California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, and Stanford Achievement Ttests in use now are the California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, and Stanford AchieveAchievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, and Stanford Achievement TTests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, and Stanford Achievement TTests of Basic Skills, Metropolitan Achievement Tests, and Stanford AchieveAchievement Tests, and Stanford Achievement TTests, and Stanford AchievementAchievement TestsTests.

These kinds of achievement tests, however, are not designed to measure school quality (yet they are often used to do just that).

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.

Promote the assessment of critical thinking as a necessary student outcome for success; ensure assessments used show discriminant validity from standard achievement or intellectual tests

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Moreover, achievement tests are sometimes used to measure or evaluate aspects of education for which they are not designed, including how well a school is educating its students.