61. ECS Issue Site AssessmentHigh Stakes/Competency (Pros Cons) teachers say they’re unprepared to teach to the A Critical Look at HighStakesAssessments MS Word - A school reform is that high-stakes testing, such as http://www.ecs.org/html/IssueSection.asp?issueid=12&subissueid=33&s=Pros & Cons

62. Education Program The purpose of the Education Program is to teach all federal offenders within theEastern District of Missouri, who have not finished high assessment Tests. http://www.moep.uscourts.gov/EdProg.htm

The purpose of the Education Program is to teach all federal offenders within the Eastern District of Missouri, who have not finished high school or its equivalent, to read and write English and acquire basic skills necessary to function in society and to become more employable, productive and responsible citizens as well as allowing them to continue their education to at least the completion of secondary school. If you have not completed high school or its equivalent please ask your officer about the Education Program. Post-Secondary Institution Links Education Program Purpose The purpose of the Education Program is to teach all federal offenders within the Eastern District of Missouri, who have not finished high school or its equivalent, to read and write English and acquire basic skills necessary to function in society and to become more employable, productive and responsible citizens as well as allowing them to continue their education to at least the completion of secondary school. Offender Eligibility Any offender in the Eastern District of Missouri who has less than a high school diploma or its equivalent and any offender who is a speaker of English as a second language; and, who is not enrolled in school; and, who have been examined for Community Third Party Risk regarding the educational setting to which they will be referred, which may include community centers, college campuses, education centers, or elementary, middle, and high schools; and, who do not have documented emotional, mental, or physical impediments to learning beyond those required to complete an Adult Education or Literacy Program.

63. ASSESSMENT, TESTING AND REPORTING 3-14 CONSULTATION ON PARTNERSHIP COMMITMENTS 514 survey should ensure an end to inappropriate assessment and free up time toteach;; a child’s progress on the basis of National Test results, but http://www.scotland.gov.uk/consultations/education/atrc-00.asp

sitestat("http://uk.sitestat.com/scottishexecutive/scottishexecutive/s?pubs.Consultations.Assessment,Testingan.18283"); 7 June 2004 Home Topics About News ... Education ASSESSMENT, TESTING AND REPORTING 3-14 CONSULTATION ON PARTNERSHIP COMMITMENTS This document is also available in pdf format This document is also available in Word Response Questionnaire in pdf format Response Questionnaire in Word CONTENTS INTRODUCTION Section A Section B Section C This consultation paper sets out proposals which aim to: Ensure the highest educational standards in all schools Introduce more meaningful yet equally rigorous ways of assessing pupils Give parents and pupils more meaningful reports on progress Provide more time for teachers to teach and put more trust in their professional judgement Reduce unnecessary pressures on teachers and pupils The Assessment is for Learning development programme has already made some progress in shifting the emphasis towards assessment to support learning. In Educating for Excellence , the response to the National Debate, clear commitments were given to move away from assessment which simply grades pupils at each stage to assessment which helps pupils understand how they can improve. These commitments were re-iterated in

64. Helping Teachers Teach for Research in Educational Equity, assessment and teaching The project also providesthe tests to mathematics subject and single subject credentials to teach. http://ucsdnews.ucsd.edu/ucsdandyou/outhelpteachers.htm

2000 Summer Clinical Institute The Pacific Southwest Addiction Technology Transfer Center, based in the UCSD School of Medicine, Department of Psychiatry, annually convenes a Summer Clinical Institute to enhance the knowledge, skills, and attitudes of those offering treatment and recovery services; performing health, correctional, and social services; and for patients troubled by alcohol and other drug use. Director: David Deitch Contact: Kathie Gorham Email: kgorham@ucsd.edu Phone: AETC develops, coordinates and provides HIV/AIDS clinical training and continuing education for community-based clinicians in San Diego County, Imperial County, and Tijuana. The federally-funded program includes weekly HIV conferences, consultation services, off-site clinics at Donovan State Prison and Bailey County Jail, and participation in binational border health education and with the San Diego County Ryan White Planning Council. The AETC staff is available to assist with planning and coordination of small and large HIV-related conferences. Director: Heather Baldwin Email: hbaldwin@ucsd.edu

65. Why Use The CAEL Assessment? The CAEL assessment is valuable to us in the intensive ESL programbecause it allows us to “teach to the test”. All four skills http://www.cael.ca/edu/whyuse.shtml

Why use the CAEL Assessment? Robert Berman, Director English Language Program, University of Alberta The CAEL Assessment is used as an entry and exit test at the World Maritime University to measure progress made during the 17-week English and Study Skills Program. The CAEL Assessment actually reflects the syllabus. This is so important to us. We really like it. There is no gap anymore between what the test is doing and what we are doing in our classes. Inger Sund-Batista, Coordinator, English, World Maritime University, Barbara Benson, Director Academic Writing Centre, University of Windsor Lee Kinsman, Coordinator, Intensive English, Carleton University Fausta Capogna, Coordinator, ESL, Trent University We have consistently found the test to be a much more accurate instrument for predicting academic success than the other tests available. We have found the Carleton University testing experts to be very helpful in setting up and customizing the scoring system for our needs at Ryerson. We plan on continuing to use the CAEL Assessment as long as it is available. Louis Buchanan, Chairman, English Department, Ryerson University

66. I Teach I Learn.com Expanding Education Awareness and measurement in criterion referenced tests of mathematics linking instructionalgoals and objectives to assessment by Justin Olmanson, I teach I learn.com http://www.iteachilearn.com/

I teach I learn . c o m E ducational ideas and solutions Home Contact us Project Laptop Volunteer Work ... Our Mission Solutions Testing Research Consulting itil. Family Teacher Ideas Lit. Assessment Cummins Web Lectura ... Co-op Inquiry Support Links Bilingual Education Version 2 News Bilingual Ed Ed Tech [FrontPage Save Results Component] Quick Navigation Bilingual Teacher Tools Literacy Assessment and Development Jim Cummins SLA and ESL Web Bilingual Education Basics Lectura y Estudiantes Bilingues Texas EXCET Professional Development Bilingual Educator Resources JUST FOR KIDS Drop us a line... ESL, Second Language Acquisition, the Texas EXCET, Jim Cummins, Literacy Assessment, Bilingual Education, Classroom Management, Critical Literacy, ideas, suggestions, requests... Literacy Assessment literacy portfolios, assessment instruments, teacher's journal, questions from the Texas Education Agency (TEA)... Bilingual Classroom Lesson plan templates, thematic units, on-line reading rooms, science fair assistant, kid's corner for grades k, 1, 2, 3, 4, 5 and 6...

67. Awesome Library - Teacher alienated and are narrowing curricula to teach to tests of asking, Does this systemraise test scores? and highimpact, not high-stakes, assessment? 1-04; http://www.awesomelibrary.org/Office/Teacher/Assessment_Information/Assessment_I

Awesome Talking Library Examples ... Spelling Here: Home Office Teacher > Assessment Information Assessment Information Sub-Topics Authentic Assessment Portfolios Program Evaluation Rubrics ... School Report Cards Also Try Math By Grade Level and Standard (Awesome Library) School Improvement Lists Alternative Assessment - A Rationale (BOCES 2 - Thomas) Provides a rationale for alternative assessment and some suggestions for approaching it. 1-04 Assessing Hands-On Science (BOCES 2) Provides organized links. Elementary student level. 1-04 Assessment in Mathematics (SMARD - Australia) Center for Research on Evaluation Standards and Student Testing Education Statistics (US Dept of Education) Contains over 2,600 tables, charts, and texts on education in the USA. Education Statistics - 1996 (US Dept of Education) Contains digests of statistics from 1996. Education Statistics - Projections to 2006 (US Dept of Education) Contains projections of statistics to 2006. Compiled in 1996. 2-00 Testing - By State (Eduhound.com) Provides testing information for each state in the United States. 4-02 Materials -Quizzes by Teachers for Students (FunBrain.com)

68. DIG Projects - Teach And Learn the student receives immediate feedback; a fuller assessment on the The data fromeach test is logged in the The teach and Learn system is being developed by http://www.dig.bris.ac.uk/tal/tal.htm

DIG home page Faculty of Engineering Engineering Mathematics The Teach and Learn project This page concerns the original TAL system. For a more up-to-date picture follow this link to http://tiger.chm.bris.ac.uk/tal/index.htm Overview of the system Teach and Learn is a system for delivering multiple choice tests over the network. Originally funded by the University of Bristol , this project is now being developed further in the Department of Engineering Maths and the School of Chemistry of the University of Bristol, under funding from the Joint Information Systems Committee (JISC) Technology Applications Project (JTAP) The system currently features: a simple to use, mouse-driven interface, running in the Windows environment, which was custom-designed to present the tests that the system generates, a large database of questions relating to the first year maths course for engineers, a central server running on a UNIX workstation, which communicates via the network to the testing interfaces. The server is intended to be available throughout working hours so that students are free to decide when and how often they do tests, an Oracle database for the storage and manipulation of the data used by the system. Oracle provides a comprehensive range of facilities for gathering and processing data and a high level of security from unauthorised access, which can often be difficult to achieve.

69. A Publication Of The Association For Higher Education Match your assessment to what you teach and vice versa the increased use of a highstakesassessment — often a standardized multiple-choice test — as the http://www.aahebulletin.com/public/archive/may2.asp

AAHE Strategic Directions Update: Student Learning and Leadership Assessment Book Reviews Business Diversity ... Other Topics Fair Assessment Practices Giving Students Equitable Opportunities to Demonstrate Learning By Linda Suskie From the May 2000 AAHE Bulletin Seven Steps to Fair Assessment Have clearly stated learning outcomes and share them with your students, so they know what you expect from them. Help them understand what your most important goals are. Give them a list of the concepts and skills to be covered on the midterm and the rubric you will use to assess their research project. Match your assessment to what you teach Use many different measures and many different kinds of measures. Using "many different measures" doesn’t mean giving your students eight multiple-choice tests instead of just a midterm and final. We know now that students learn and demonstrate their learning in many different ways. Some learn best by reading and writing, others through collaboration with peers, others through listening, creating a schema or design, or hands-on practice. There is evidence that learning styles may vary by culture (McIntyre, 1996), as different ways of thinking are valued in different cultures (Gonzalez, 1996). Because all assessments favor some learning styles over others, it’s important to give students a variety of ways to demonstrate what they’ve learned.

70. Test Preparation Guidelines to have a program designed to teach general test all materials being considered astest preparation materials of Education, Division of assessment and Reporting http://www.pen.k12.va.us/VDOE/Assessment/testprep.html

GUIDELINES: Test Preparation Limited English Proficient Norm-Referenced SOL Tests Students with Disabilities Norm-Referenced SOL Tests ASSESSMENT MAIN PAGE Download a .pdf version GUIDELINES FOR TEST PREPARATION NORM-REFERENCED TESTS VIRGINIA STATE ASSESSMENT PROGRAM (VSAP) As a norm-referenced testing program, the validity of the Virginia State Assessment Program (VSAP) depends on the tests being administered under the same conditions and using the same procedures that existed for the national norming sample. The tests used currently for the VSAP are the Stanford Achievement Test Series, Ninth Edition, Form T, Abbreviated (Stanford 9 TA) at grades 4, 6, and 9. These guidelines apply to the VSAP tests, as well as norm-referenced tests generally. TEST PREPARATION PRACTICES The purpose of the test preparation guidelines is to advise on appropriate and inappropriate preparation practices for norm-referenced standardized tests such as those in the VSAP. While teaching to criterion-referenced tests, such as the tests in the Literacy Testing Program and the Standards of Learning tests, is appropriate provided that actual test items are not taught, teaching to norm-referenced tests is never appropriate. Because norm-referenced achievement tests are designed to measure a broad range of content, teaching special instructional content in preparation for testing is not appropriate.

71. On Using The Nelson-Denny Test For ESL Students At X College. On the other hand, the assessment test is based on a norm, I have no idea of whatis ever be able to pass it, and I don t know what I need to teach them to get http://www.kenkifer.com/writing/ellis.htm

ARTICLE: On Using The Nelson-Denny Test for ESL Students at X College This essay explains why a reading test for American students won't work for non-American students and then shows the limitations of even a good test, such as the TOEFL. On Using The Nelson-Denny Test for ESL Students at X College NOTE: Since I criticized Dr. Ivy's position in this paper, it may seem that I had a poor regard for his teaching abilities, especially with ESL students. That is not true at all; Dr. Ivy was very effective as a teacher and with those students. I have substituted "X," "here," or "this school" for the name of the college where this happened throughout. T he issue being considered is as follows: The East-West Japanese students have taken several reading tests and have scored far below the American standard even after being allowed double time. Ellis Ivey, who has been teaching reading to them, feels that the reading class has been taught in the past to the ESL students with no standard. He suggests that we accept a score of 17.69 on the Nelson-Denny as a passing score since that is the average score earned by the ESL students this year at this school on the higher of their two Nelson-Denny tests (American students must earn 48.3). B efore giving my reply, I would like to explain my background. I am not trained as a reading teacher, but I did teach reading for one year in Kentucky and also for half a quarter to ESL students at the University of Alabama. Furthermore, I earned my second MA degree in TESL. My studies in English as a Second Language included a look at tests and testing. More broadly, we looked at theory and practice in the various areas of language learning and teaching, including reading.

72. Purdue University Calumet | School Of Education the door or GYTE102, the Skills assessment Office NOT be admitted to the Transitionto teach program nor until you receive passing scores on all three tests. http://www.calumet.purdue.edu/education/transteach/

home search news map ... PC STAR QUICK CLICKS Application Requirements Request for Evaluation Form Steps for Completing Requirements Requirements Rationale ... School of Education homepage Program Overview Please note that these documents are a work in progress! Items contained within this section are subject to change. Transition to Teach programs are designed for career changers who already hold bachelor's degrees in a content major related to a secondary teaching field, such as English or mathematics. Their purpose is to allow career changers to successfully enter the teaching profession in a timely fashion. These programs are most appropriate for those who already have a foundation of experiences in a P-12 or similar educational setting. They focus on the last four semesters of a professional education program, primarily on teaching methodology and student teaching. Each program consists of 18 credit hours of professional coursework. Purdue University Calumet will begin accepting applications for the T3 program in Summer 2002. However, due to the extensive admission process, the first cohort of T3 will not begin in coursework until Spring 2003. To be a part of the T3 program, candidates must commit to a continuous 16 months of coursework before eventual licensure. Therefore, the first cohort will be completing the program at the end of Spring 2004. Applying to the Program Applicants for the program must have ALL admission requirements completed prior to taking the first course in the T3 program. Requirements for the T3 program were developed by reviewing our current program standards to determine the most effective way for applicants to demonstrate attainment of the existing requirements for our Teacher Education programs. The T3 candidates will be entering the program at the teaching methods level (junior year for traditional candidates). As a result, T3 candidates must demonstrate the knowledges, performances and dispositions that are required of all Teacher Education program prior to taking the teaching methods courses.

73. Praxis.html Subject assessment Tests are required for certification, but are not given atThe College of William and Mary. Students who will be certified to teach a http://web.wm.edu/education/profserv/praxis.html

Taking the PRAXIS Exams THE PRAXIS SERIES Registration Information For information regarding registration, test administration, fees, the policy for testing individuals with handicapping conditions, etc., please contact the Educational Testing Service (ETS) at 1-800-772-9476 or 609-771-7395 for THE PRAXIS SERIES Registration Bulletin or write to THE PRAXIS SERIES, ETS, P.O. Box 6051, Princeton, NJ 08541-6051. Hearing impaired individuals using a Telecommunications Device for the Deaf (TDD) may call 1-800-275-1391 for information. You may visit THE PRAXIS SERIES online at www.teachingandlearning.org. Candidates seeking licensure must take and pass the following two tests: Praxis I: Academics Skills Assessment Tests • Praxis II Specialty Area Test appropriate for their endorsement area Students are encouraged to come by the Office of Professional Services in the School of Education to pick up a Praxis Registration Bulletin for information on appropriate tests and how to register for them. Registration bulletins can be found outside of Jones 100. You are encouraged to direct your questions to Deborah Walker, in the Office of Professional Services, at dswalk@wm.edu or 221-2320. Information on the Praxis tests can also be found at the Educational Testing Service website (www.ets.org/praxis). The Praxis I is an Academic Skills Assessment of mathematics, reading, and writing that includes the option to take the traditional written form known as the Pre-Professional Skills Tests (PPST) or a Computerized-PPST version.

74. Teach Online - Links - - Accessibility and Usability (3). assessment (rubrics, electronic portfolios,multiple choice tests) (5). Class Discussion (3). Copyright (1). General (5). http://teachvu.vu.msu.edu/public/links/

Search TeachOnline Links Collection of Resources for Online and Hybrid Instruction table of contents (click to jump to that section, or scroll down to read the entire list): Accessibility and Usability Assessment (rubrics, electronic portfolios, multiple choice tests) (5) Class Discussion General Hybrid Courses Learning Styles (predictors for success as online learners) (3) Online Teaching Tips and Techniques Plagiarism Teaching Styles Accessibility and Usability Usability.gov http://www.usability.gov Information on Usability Basics, including a definition of usability and descriptions of usability tests and what you need to conduct them. Information about all manner of tools that can help you with your usability testing: Guidelines and Checklists to quickly check your Web site for usability and Methods for Designing Usable Web Sites for conducting usability tests. Information about Server Log Analysis and Statistics and Marketing Research to help you measure usability in existing Web sites. Descriptions of Lessons Learned in various usability tests, including those conducted on CancerNet. A special section on Accessibility Resources for Web sites.

75. State And International Assessment of SOL assessment. SOLs truly drive the curriculum. Now, teachers teach to thestandards. They even go as far as teaching the students test taking skills http://education.cortland.edu/teach/papers/vaassessment.html

State and International Assessment Assessment is the driving force behind every aspect of teaching today. There is an increasing focus on grades, as well as a growing concern for US performance, in schools compared to others abroad. As a result, standards of learning have not only been developed for each state, but are now being strictly enforced as well. This has caused much controversy over the effectiveness and legitimacy of the standards and over their consequences. By examining various educational resources, in addition to speaking with teachers and administrators, contrasting views become clearer. Speaking with various educators from the greater Charlottesville area paints a less than perfect picture of SOL assessment. "SOLs truly drive the curriculum. Now, teachers teach to the standards. They even go as far as teaching the students test taking skills," says a local administrator. This view is shared by all those interviewed. Educators assert that the SOLs are not age-appropriate and that they monopolize instruction as well. Knowledge and skills necessary in the real world take a back seat to preparing students for the end of the year assessment. When asked whether the science SOLs are traditional or innovative, one classroom teacher’s response was "SOLs are neither traditional nor innovative. They think they’re innovative, but they are a return to rote memorization. They test facts rather than concepts."

76. Foothill College Assessment FAQs Taking the assessment When you have agreed to the of the Tests SENTENCE SKILLS TESTThis test measures your Sample Question Ms. Rose planning to teach a course http://www.foothill.edu/reg/testinginfo.html

college calendar information register ... students Assessment FAQs Search our site. match all terms case sensitive whole words Assessment Session Dates Assessment FAQs English for Native Speakers Assessments ... Additional Resources Foothill College Assessment Office Placement testing is in two formats: paper-based or computer-based If you have not completed a math course in the past year, you should click here and practice before coming to an assessment session. Paper-Based Tests Which assessment session should I attend: English for Native Speakers or English as a Second Language? First, please answer these questions: Is English the first language you learned as a child? Did you complete at least six years of education, including high school, in schools where all your subjects were taught in English? Do you usually speak English with your friends and/or co-workers? If you answered " Yes " to two or three of the above questions, you should attend an English for Native Speakers assessment session.

77. Berkeley Parents Network: Standardized Tests should learn at each grade level, and each district s assessments are supposed to betweenwho sets the Framework ( what we teach) and who sets the testing. http://parents.berkeley.edu/advice/school/test.html

Berkeley Parents Network Home Subscribe Post Reviews ... Search Standardized Tests Berkeley Parents Network Advice > Standardized Tests Academic Performance Index Test Scores vs. Grades PSAT The STAR Report and Local Schools ... Advice about Test Taking Test Scores vs. Grades My 6th grade daughter got her report card and Star Parent Report in the same envelope last week. Her report card was terrific, A's and a B. Her Achievement Test results were dismal, 37% in Total Reading and 35% in Total Math. What's going on? Is this indicative of her teachers giving indeserved high grades, the Achievement Tests being an unreliable tool or something else? Thanks for your thoughts. (June 1999) We had the same experience with the Star Report. My daughter got very good grades this year in the 6th grade at King Middle School and her Achievement Test results were awful. There is certainly a discrepancy between what the tests show and what teachers were reporting to us through grades and otherwise. I'd like to hear any thoughts on this, as well. I don't have enough faith in psychological testing to get very concerned about the disparity between the grades and the test results. For one thing, the test is against national norms, while the grades are against school/state criteria. For another, there's a fair amount of error in all psychometry. For yet another, the kid's teachers and I know his mind and abilities better than a Scantron test scorer does. About the only use I see for the results is as another way of showing my son that he is an excellent performer in some areas but definitely needs to quit blowing off his arithmetic drills. There's something very convincing about a bar chart, even if the information on it is the same thing I've been telling him for a year. John (6/99)

78. American School Board Journal: February 2003 There s far less need to teach toward specific items on a bodies of knowledge representedby that test s items work from both curriculum and assessment personnel http://www.asbj.com/2003/02/0203coverstory.html

Sign up for our weekly e-mail newsletter February 2003: Vol. 190, No. 2 Cover Story Research School Law Your Turn ... In Our Print Edition Standards-based assessment really sounds quite wonderful. Yet, in most educational settings, it is a flat-out fraud. In my Webster's Dictionary , a fraud is defined as "something that is not what it pretends." Any sort of beneath-the-surface look at today's standards-based assessment will soon reveal that this alluringly labeled breed of testing is simply loaded with artifice. I suppose it all started a decade or so ago when American educators began bastardizing the term standard . A "content standard," it was argued, should describe the skills and knowledge that educators want their students to learn. Although Webster's offers fully 27 definitions of "standard," not one of those definitions remotely approximates a description of the skills and knowledge that students should learn.

79. Frequently Asked Questions appropriate Arizona Educator Proficiency assessment tests or contact the Departmentof Education on the state in which they plan to teach for recommendations. http://www.ed.arizona.edu/html/faq-teach.html

Admission Questions Certification Questions Questions About Admission to the Undergraduate Teacher Preparation Program 1. When should I apply? The College of Education is an upper-division, professional college (junior standing is required). Most students will apply early in the second semester of their sophomore year. Deadlines for admission are the second Friday in February for Fall admission, and the second Friday in September for Spring admission. 2. What is the first step in the application process? You should attend a general information session offered by the Office of Student Services. The session will give specific information about the teacher education program and the requirements for admission. To see the dates of upcoming general information sessions, go to the Student Services Calendar 3. What if I have more questions after attending a general information session? After you attend a general information session, advisors are available to help with the process on an individual basis. Make an appointment at the Office of Student Services information desk or by calling (520) 621-7865. 4. What kind of experience with children is necessary to apply to the College of Education?

80. The University Of Oklahoma A grade of Pass to Instruct on the teach Test of Pass to Instruct on the English AssessmentProgram Written A grade of 6.0 on the Educational testing Service TWE http://gradweb.ou.edu/EAP/guidelines.htm

ENGLISH ASSESSMENT PROGRAM GUIDELINES TO ENGLISH LANGUAGE CERTIFICATION FOR ALL INDIVIDUALS, REGARDLESS OF CITIZENSHIP, FOR WHOM ENGLISH IS NOT THE NATIVE LANGUAGE You need to be certified as proficient in English by the English Assessment Program if: English is not your native language, and You expect to hold a position that involves instructional activity, and, Your duties will include any contact with students. Categories of appointment include, but are not limited to: Graduate Teaching Assistants Instructors Lecturers Adjunct Faculty Members (some exemptions apply; see "Other Certifications" below) Visiting Faculty Members (some exemptions apply; see "Other Certifications" below) You do not need to be certified as proficient in English if: Your appointment is in the Modern Languages Department, or You will serve as a Graduate Research Assistant; or Your duties will include no contact with students.

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