AAAS Project 2061 Project 2061 Studies assessment Alignment Issues Highstakes testing in key subjectareas has become a significant factor in determining teacher and school http://www.project2061.org/assessment.htm
Extractions: Choose a Page Project 2061 - About the Project - Press Releases - Textbook Study - Atlas Workshops - On-Line Tools - Order books - Product Support AAAS Board Archives Awards Development Education (EHR) Employment Events International Media Relations Meetings Membership Science Science Books/Films Science Policy Learning Goals Curriculum Materials View a printer friendly version of this document Send this page to a friend or colleague AAAS Project 2061 Assessment of academic performance is a major influence on the lives of children and on every level of the educational system. Aligning tests with specific learning goals is vital, but what does alignment really mean? With support from the National Science Foundation , Project 2061 is developing new strategies and tools for evaluating the alignment of K-12 assessments in science and mathematics with national and state standards and benchmarks.
Resource: Assessment In Math And Science: Whats The Point? Will this be on the test? Is this experts, see how teachers deal with common issuesand discover ways to use assessment to improve teaching and learning. http://www.learner.org/resources/series93.html
Extractions: by Discipline Arts Education Foreign Language Literature and Language Arts Mathematics Science Social Studies and History or by Grade K - 2 College/Adult A video workshop for K-12 teachers; 8 ninety-minute video programs, workshop guide, and Web site; graduate credit available "Will this be on the test?" "Is this going to count?" How often do students ask these questions? This workshop examines current assessment issues and strategies in K-12 math and science classrooms. Through video segments of real classrooms interspersed with lively discussions of practicing teachers and content experts, see how teachers deal with common issues and discover ways to use assessment to improve teaching and learning.
Extractions: Source: ERIC Clearinghouse on Assessment and Evaluation Washington DC. Norm- and Criterion-Referenced Testing. ERIC/AE Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Tests can be categorized into two major groups: norm-referenced tests and criterion-referenced tests. These two tests differ in their intended purposes, the way in which content is selected, and the scoring process which defines how the test results must be interpreted. This brief paper will describe the differences between these two types of assessments and explain the most appropriate uses of each. INTENDED PURPOSES The major reason for using a norm-referenced tests (NRT) is to classify students. NRTs are designed to highlight achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers (Stiggins, 1994). School systems might want to classify students in this way so that they can be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for different ability level reading or mathematics instructional groups.
ClearLearning News With this one product, our district is able to offer teachers a useful resourceto improve a wide range of assessment testing, concluded Mr. Ice. The Tests. http://www.clearlearning.com/frames/news/alexandria.html
Extractions: Finds Strength in (automated) Numbers The Alexandria (Indiana) School Corporation has successfully completed in May 2000 the year’s general assessment tests for all its first through fifth graders in record-breaking time thanks to their new electronic testing system made possible by Test Pilot from ClearLearning. "We were frustrated by the time it took to administer, score and record our paper exams the previous year," stated Diana Haggerty, Title I Coordinator for the Alexandria Community School Corporation. "We’ve calculated that the district was able to redirect more than 600 staff hours back into educating our students by converting to Test Pilot." The new system was a big hit with students, teachers, parents, and administrators. The district now plans to expand its use to high school assessments and other forms of progress testing. Too Laborious The Alexandria Community School Corporation contains three elementary schools with a total of 850 students. "In previous years, grading by hand was horrendous," commented Ms. Haggerty. "It took all 10 of the Title I teaching staff approximately a full month to score and record the end of the year assessments." Additionally, classroom teachers needed student achievement results more quickly in order to plan remedial interventions. The Indiana State Auditors also expressed concern about the validity of test results since so many people had been involved in the scoring and reporting process. To ensure greater accuracy, the Auditors suggested that the district incorporate a procedure with more quality control.
Journal Of Statistics Education, V2N1: Garfield tests and quizzes in a college statistics course? I feel the most compelling reasonis because traditional forms of assessment rarely lead to improved teaching http://www.amstat.org/publications/jse/v2n1/garfield.html
Extractions: Journal of Statistics Education v.2, n.1 (1994) Key Words : Assessment; Testing; Evaluation; Student learning. Changes in educational assessment are currently being called for, both within the fields of measurement and evaluation as well as in disciplines such as statistics. Traditional forms of assessment of statistical knowledge provide a method for assigning numerical scores to determine letter grades but rarely reveal information about how students actually understand and can reason with statistical ideas or apply their knowledge to solving statistical problems. As statistics instruction at the college level begins to change in response to calls for reform (e.g., Cobb 1992 ), there is an even greater need for appropriate assessment methods and materials to measure students' understanding of probability and statistics and their ability to achieve more relevant goals, such as being able to explore data and to think critically using statistical reasoning. This paper summarizes current trends in educational assessment and relates these to the assessment of student outcomes in a statistics course. A framework is presented for categorizing and developing appropriate assessment instruments and procedures.
Extractions: Progress Reports Partner Web Sites Contact Us! Home ... Teacher Certification Professional Development in Standards-Based Teaching and Assessment for High School Teachers Teachers in eight high schools are participating in school-wide professional development to help them align teaching and assessment with PACTS standards which are based on the QCC and standards developed by the national professional associations. The professional development will be available to entire schools or, in some cases, departments wishing to participate. Priority is given to mathematics and science teachers. The professional development includes: Topic Description Teaching in a standards-based environment. Initial professional development on teaching in a standards-based environment will be provided to schools and teachers. These professional development units include targeting teaching and assessment on high standards, reviewing teacher assignments for depth and rigor, and assembling collections of student work that allow students to demonstrate their proficiency on the standards Assessing student work using student work collections (portfolios).
Center For Teaching Excellence At Duquesne University Performance assessment, Test Construction Test construction. Evaluation of teaching,Early Course Evaluation Early Course Eval, Peer Observation Peer observation. http://www.cte.duq.edu/resources/
Extractions: Duquesne faculty publications on college teaching Assessing Student Learning Academic Outcomes Assessment Electronic Portfolios Field Experience Assessment Grading Techniques and Rubrics Informal (Ungraded) Assessment Learning Contracts Performance Assessment Test Construction Evaluation of Teaching Early Course Evaluation Peer Observation Semester-End Evaluation Videotaping of Teaching Instruction
Facts On Standardized Tests And Assessment Alternatives tests tend to discourage effective teaching and engaged Alternative methods and meansof assessment. widely accepted alternatives to standardized tests are known http://www.heinemann.com/shared/onlineresources/08894/08894f10.html
Extractions: and assessment alternatives Much of the time and money devoted to testing is misspent. . . . Test scores provide little useful information to help improve instruction and students' learning. In pursuit of higher test scores, the curriculum has been narrowed and "dumbed-down" to match the tests. Children learn less.—FairTest Background Every year, America's public schools administer more than 100 million standardized exams. These include readiness tests, to determine if a child is ready for the kindergarten program offered by the school; screening tests, to determine if a child will be labeled as learning disabled or, at the other extreme, as gifted and talented; intelligence tests, which are widely but erroneously thought to measure intellectual ability; and achievement tests, which measure a much narrower range of skills and content than what we really want students to learn. Because of these and other concerns about standardized tests, educators have been developing alternative methods of assessment-methods and measures that more accurately reflect the curriculum and what parents and the public want children to learn, know, and be able to do. Concerns about standardized tests The following is only a partial list of concerns that have been raised about standardized tests. While such concerns and criticisms apply particularly to multiple-choice tests, many of these observations apply to other large-scale tests as well:
K-12 Learn Additional Navigation. News. Custom Large Scale assessment Services. Products Educatorassessments Classroom assessments Professional Development Learning Tools. http://www.ets.org/k12learn/
Extractions: @import "../rsc_corp/css/default.css"; /* @import "../rsc_corp/css/twocolumns.css"; */ @import "../rsc_corp/css/rightcontent.css"; @import "../rsc_corp/css/leftcontent.css"; @import "../rsc_corp/css/print.css" print; The passage of the No Child Left Behind (NCLB) Act marks a major milestone on the road to education reform. Now more than ever before, accountability is a priority if we're to achieve the goal of academic success for all students. As experienced educators, our K-12 experts understand the demands of the classroom and the unique challenges school system leaders now face, so we're forging partnerships with groups charged with setting and meeting the standards for excellence in education. ETS is committed to fully supporting the entire learning enterprise by seamlessly integrating comprehensive professional development with informative assessments, and dynamic, research-based classroom tools to enable more effective student learning. And by applying our vast experience, flexibility, technology, and unsurpassed expertise, together, we can create innovative solutions to the growing challenges faced by the education community in this country and throughout the world. News Custom Large Scale Assessment Services Products
Test Required For Teaching, Provisional And Permanent Certificates PreK6, Common Branch Subjects, Liberal Arts and Sciences Test (LAST) and Assessmentof teaching Skills-Written (ATS-W), Content Specialty Test (CST) in http://www.highered.nysed.gov/tcert/certificate/testsrequired.htm
Welcome To The Texas Education Agency Shirley Neeley will release statewide results for the Texas assessment of Knowledgeand Texas Teachers $100,000 Richer Tonight during a blacktie gala at the http://www.tea.state.tx.us/
Extractions: Friday, June 11, has been declared an official day of mourning in remembrance of President Ronald Reagan. Local school officials will determine whether their individual school district will close on that day. Flags at all state agencies are to be flown at half staff through July 5. School districts are encouraged to do the same. 2004 Accountability Manual
Assessment Alternatives Many teachers have long used their own tests involving such handson measures as Seeour Glossary of assessment Terms to clarify terminology. Articles. http://www.newhorizons.org/strategies/assess/front_assess.htm
Extractions: Related links There is growing recognition that true/ false, multiple choice, and short answer tests do not give a true picture of what students know and have accomplished. These are primarily measures of memorization and recall, and do not always even test comprehension. They certainly do not give students opportunities to demonstrate that they can apply what they have learned or use their knowledge in creative or even just practical ways. Many teachers have long used their own tests involving such hands-on measures as the arts, constructions, dramatizations, and multimedia reports. Recently there has been impetus on the state and national level to expand the repertoire of assessing strategies. In this section we will describe numbers of examples of work in this area. See our Glossary of Assessment Terms to clarify terminology.
2003 October Conference: Biomedical Libraries At Dartmouth developing pre and post-test instruments to instrument, and integrating the assessmentfindings to Coaching in Instruction Librarians teaching and Learning http://www.dartmouth.edu/~biomed/services.htmld/OctCon2003/
Extractions: "Education" is an increasingly primary role for academic libraries. We devote considerable effort to teaching students (and faculty) to be information literate; to know how to find, evaluate, and use information; and to understand the processes of research and scholarship. We expect our librarians to be effective teachers partnering with faculty.
Testing: Frequently Asked Questions What are the teachers and principal doing to assess such problems and for parentsto ask about how their child s school is using testing and the data http://www.ed.gov/nclb/accountability/ayp/testing-faq.html
Extractions: Provide Feedback with our online survey. Overview Stronger Accountability Accountability for Schools Adequate Yearly Progress Getting Results Achievement Gap ... A-Z Index Select a Topic Accountability Achievement Gap Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School Flexibility International Ed Learning Resources Math Reading Safe Schools Science Suppl Services Teacher Quality Technology What Works Advanced Search About ED Offices Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned. The purpose of state assessments required under No Child Left Behind is to provide an independent insight into each child's progress, as well as each school's. This information is essential for parents, schools, districts and states in their efforts to ensure that no childregardless of race, ethnic group, gender or family incomeis trapped in a consistently low-performing school.
Assessment Development Board staff, work with a general contractor for assessment development to developassessment exercises and pilot tests them with groups of teachers active in http://www.nbpts.org/standards/dev.cfm
Extractions: Resource Center National Board Certified Teachers ... Become an Assessor The handwriting option in assessment centers has been eliminated effective July 1, 2003, for all certificates, with the exception of mathematics, science and other certificates as necessary due to specific prompt requirements. This is effective for all first-time and retake candidates. posted 4/21/2003 The National Board for Professional Teaching Standards has developed an innovative process to determine whether a teacher possesses the attributes of accomplished teaching based on the NBPTS standards in each of the certificate areas. National Board Certificates are structured around student developmental levels and subject(s) taught. Click here to view the framework of National Board Standards and Certificates. Determining whether teachers meet the standards requires performance-based assessment methods that are fair and valid and that call on teachers to demonstrate principled, professional judgments in a variety of situations. The National Board believes a valid assessment of accomplished practice must allow for the variety of forms sound practice takes, must sample the range of ways teachers know their content, and must provide appropriate contexts for assessments of teaching knowledge and skill. Teaching is not just about knowing things; it is about the use of knowledge - knowledge of learners and learning, of schools and subjects - in the service of helping students grow and develop. Consequently, the National Board believes the most valid teacher assessment processes engage candidates in the activities of teaching - activities that require the display and use of teaching knowledge and skill and that allow teachers the opportunity to explain and justify their actions.
TEACHING among the faculty members teaching those courses mean a clinical version of psychologicalassessment. titles such us Psychometric Tests and Psychological http://www.ucm.es/info/Psyap/hispania/rocio5.htm
Extractions: TEACHING From an analysis of the courses available in the Psychology licence programs of 15 Spanish Universities (we had no answer to our inquiry from 3 Universities), it can be stated that there is an average of 2.6 courses per University devoted to psychological assessment. We have also analyzed the titles of those 37 courses which include psychological assessment and other related courses given in the same 15 Spanish universities. From this data we can see that, aproximately, 42% of the Spanish university courses use the title "Psychodiagnosis". It is useful to note that as occurs in German-speaking countries the title "Psychodiagnosis" in Spanish does not mean a clinical version of psychological assessment. Other courses take titles such us "Psychometric Tests" and "Psychological Assessment Tests and Techniques". In order to examine these 37 courses more closely, we carried out an analysis of their Syllabus and have found that the 20,21% of the content is devoted to conceptual subjects (history, theoretical models and other basic concepts) and to basic methodology (assessment process, tests theory, etc.). As well as this, more than a third (34,1%) of the Syllabus is devoted to basic assessment technology (such as the interview, observation, etc.) and to specific procedures and tests set up according to a series of categories (for example, psychometric tests, such as the 16-PF from Cattell; projective techniques, such as the Rorschach, etc.). Also, in the Syllabus, many divisions can be found regarding basic fields such as personality and/or intelligence assessment (20,1%) and, finally, in the Syllabus we also found specific setting applications (such as clinical, school, work, etc.; 25,5%).
Extractions: A R T I C L E by Gail Beyrer Back to Teacher Diary home page Gail Beyrer, an AmeriCorps veteran whose husband also is a teacher, teaches fourth grade on Long Island, New York. Gail Beyrer Do you ever feel as though you must be doing something wrong in your classroom? So many states have issued standards and touted them as beacons in the murky world of education. I think, (although I wouldn't bet money on it!), that those states instituted such testing for elementary school children because their experts believed the tests would benefit children. The assessments were not (I'm almost sure!) developed to give teachers, parents, administers, and children ulcers. And yet, I am a teacher and I care about my students' education. If those assessments were benefiting children, wouldn't I be singing their praises? Wouldn't I be thanking those who created those tests for providing me with the tools for diagnosing my student's learning issues? Wouldn't I be pontificating about the positive instructional changes such assessments had made in our schools? Wouldn't I be jealous that I hadn't had the opportunity to take the same tests when I was a kid? Would I really be feeling as I do like screaming and pulling my hair out?
