It still
uses standardized test data to evaluate teacher performance, which will lead to more «teaching to the test.»
That said, here are some suggestions for
using standardized test data:
Not exact matches
Once attached to a player's helmet (a hockey version is available now, versions for football, lacrosse, and ski and snowboard helmets will be introduced in 2012) The ShockboxTM sensor measures the G - Force of a hit to the helmet from any direction, and then sends the
data wirelessly via Bluetooth to the athletic trainer, coach or parent's smart phone to alert them when the athlete suffers a traumatic head impact that may be concussive so they can be removed from the game or practice for evaluation on the sideline
using standard concussion assessment tools, such as the
Standardized Assessment of Concussion, Sports Concussion Assessment Tool (SCAT2) or King - Devick
test.
They measured educational outcomes
using standardized tests and looked at demographic
data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.
He
used data from Wake County, North Carolina, to study how start times affect the performance of middle school students on
standardized tests.
In this study, I
use data from Wake County, North Carolina, to examine how start times affect the performance of middle school students on
standardized tests.
Results from annual
standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the
data are being
used to inform instruction and improve achievement.
If the skeptics are right, Wood writes, Common Core «will damage the quality of K — 12 education for many students; strip parents and local communities of meaningful influence over school curricula; centralize a great deal of power in the hands of federal bureaucrats and private interests; push for the aggregation and
use of large amounts of personal
data on students without the consent of parents; usher in an era of even more abundant and more intrusive
standardized testing; and absorb enormous sums of public funding that could be spent to better effect on other aspects of education.»
Criterion - referenced
standardized tests can be very useful to teachers because they can
use the
testing data to help drive interventions children might need.
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 bill required teacher preparation programs to report
data on their candidates (and share this information with their university),
use higher cut scores on
standardized tests for entry, and add portfolio - based assessments as graduation requirements, among other reforms.
Use the
Data to Decide Student Grouping and Differentiation: Standardized test data reveals how your students performed: advanced, proficient, basic, and below ba
Data to Decide Student Grouping and Differentiation:
Standardized test data reveals how your students performed: advanced, proficient, basic, and below ba
data reveals how your students performed: advanced, proficient, basic, and below basic.
If getting the
data using frequent
standardized tests occupies up to one - third of all available time to teach, that will alone prevent students from making the marks they should.
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.
Schools
used the widest range and types of
data to inform these decisions, including results on
standardized testing, academic and social history, and teacher observations.
The teacher leaders themselves were characterized as strong teachers of Everyday Math by virtue of the
standardized student
test data that showed they «did well» compared to these classrooms not
using Everyday Math.
Ravitch opposes the
use of
standardized test data to fire teachers or close schools.
At the same time, their silence gives tacit support to arguments by traditionalists that
standardized testing should not be
used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to
use test score
data for their own purposes).
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.
Under the Every Student Succeeds Act, states and districts do have opportunities to collect and
use data that go well beyond the traditional
standardized tests.
(The group has also filed a case challenging 13 California districts» teachers contracts that prohibit the
use of
standardized test data in teacher evaluations, which they say violates a 1971 law.)
Like the authors of «The
Test Matters,» Polikoff
used MET
data to investigate whether large - scale
standardized state
tests «differ in the extent to which they reflect the content or quality of teachers» instruction» (i.e.,
tests» instructional sensitivity).»
Currently the primary focus of accountability systems,
using standardized tests, is to provide
data on student and school performance so as to sort, rate, and rank the performance of students, schools, and districts.
They support the
use of the
data from
standardized testing to improve curriculum in the future.
VAMs v. Student Growth Models: The main similarities between VAMs and student growth models are that they all
use students» large - scale
standardized test score
data from current and prior years to calculate students» growth in achievement over time.
We
use student assessment and demographic
data to predict how students would do on
standardized tests under the guidance of «average» teachers.
Principals must
use data, report and explain
data to internal and external audiences, in support of
data - driven decisions, which influence instruction and stimulate change.Assessment and Accountability
Standardized testing is one element in the complete assessment of student progress, but no single
test should serve as the sole criteria for a student's advancement in grade level, graduation or placement or serve as a punishment or reward for schools or those who staff them.
Among their objections: the requirement of a statewide teacher evaluation system that includes the
use of
standardized test data.
For individual teachers, the agreement proposes to
use raw state
standardized test score
data.
The Los Angeles pact proposes to do that
using a unique mix of individual and schoolwide
testing data — including state
standardized test scores, high school exit exams and district assessments, along with rates of attendance, graduation and suspensions.
Under the new Indiana law, schools must
use an assessment that includes some kind of objective
data — like scores on
standardized tests — and link teacher performance to pay.
«If they will
use state
test data in evaluations — and if so, how — or opt for another alternative to comprise the 22.5 percent of a teacher's evaluation that must include state
standardized tests measuring student learning.»
Under current law,
standardized test data can be one of several factors
used to evaluate a teacher's performance, but it can't be
used to discipline them.
In the statement Evers says he believes there is too much emphasis on
standardized tests and the new federal education law, the Every Student Succeeds Act, gives states the option to
use local
data in place of state
test results in the Educator Effectiveness System.
That emboldened Superintendent John Deasy — not that Deasy really needed a lot more encouragement, since he'd already been advocating
data - based evaluation of teachers» effectiveness,
using a formula that includes students»
standardized test scores.
This being said, educators must be careful to avoid the over-interpretation of
standardized test results, especially when
using those
data to inform individual student interventions.
First, they would have to embrace the comprehensive
use of
test score growth
data (through Value - Added Measurement)-- and ultimately, the
standardized tests they loathe — in evaluating districts, teachers, and school leaders.
He also reiterated the union's opposition to the district's
use of Academic Growth over Time
data, which is based on state
standardized test scores and is being
used to evaluate teachers and principals in a voluntary program.
The study looked at grades 3, 4 and 5 in 474 schools that started
using ST Math between 2013 and 2015, and included 16 states where complete state
standardized test and demographic
data was publicly available to the researchers.
Judicious
Use of
Test Scores:
Used judiciously,
data from relatively infrequent, low - stakes
standardized tests has some value as a snapshot of student abilities that can diagnose areas of strength and areas that need improvement.
Connecticut's superintendents should follow the lead of their New York colleagues and demand that Governor Malloy and the Connecticut General Assembly repeal the law they developed mandating that student achievement
data from
standardized tests be
used as part of the educator evaluation process.
It does this by
using data for individual students, such as scores on
standardized tests, special education and English - learner status, eligibility for free and reduced - price meals (a proxy for poverty), and race and ethnicity.
Today, the district
uses Star 360 for progress monitoring, predicting student proficiency on
standardized tests, and as a
data element in value - added modeling processes for teacher evaluation.
Connecticut received a waiver from the Federal Department of Education requirement that
standardized testing data be
used in evaluations during the 2015 - 16 school year.
The
data further indicates that like charter schools in Hartford and Bridgeport, New Haven's charter schools
use what should be illegal tactics to push out certain students who might bring down their
standardized test scores.
The letter grade is based 80 percent on the school's achievement score (which
uses various
data including student performance on end - of - grade and end - of - course
standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's
test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.
School counselors may also
use other resources, including
standardized test results and other student
data to accurately plan, monitor, and manage a student's development.
Using longitudinal administrative
data from three major school districts with significant numbers of recent TFA placements, we generate TFA effect estimates based on two series of Georgia's
standardized tests — the end - of - grade Criterion - Referenced Competency Tests (CRCTs) and end - of - course tests (EO
tests — the end - of - grade Criterion - Referenced Competency
Tests (CRCTs) and end - of - course tests (EO
Tests (CRCTs) and end - of - course
tests (EO
tests (EOCTs).
Some conservatives in favor of tougher education standards and more
standardized testing are
using the
data to argue Texas needs to hold school districts to higher accountability standards.
Researchers compared state
standardized reading
test scores for each of two groups,
using data from the year prior to the program compared with scores at the end of the program year.