Download or read book Teachers Responses to Mandated Assessment written by Karen Larsen Maloley and published by . This book was released on 2008 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Every Teacher Needs to Know about Assessment written by Leslie Walker Wilson and published by Routledge. This book was released on 2013-12-17 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the second edition of a highly successful book, previously titled Better Instruction Through Assessment: What Your Students Are Trying to Tell You. The revision was undertaken to respond to the No Child Left Behind legislation, which has changed the way we must look at students’ achievement data. This book shows you how to get the most out of your state’s high stakes standardized tests, use test results to make the right decisions about how to teach the students in your class, avoid becoming a victim of accountability systems, infuse “test savvy” into everyday instruction. It covers a wide variety of types of assessments – from classroom-based, teacher created tests to state-mandated, high stakes standardized tests, both selected response and performance assessment. Unlike traditional “textbooks”, this book was written specifically for practicing teachers and administrators. It contains real-world examples which demonstrate the role of assessment in a teacher’s daily work. It is filled with actual student responses and scenarios based on real life situations faced by teachers.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Download or read book Teacher Performance Assessment and Accountability Reforms written by Julie H. Carter and published by Springer. This book was released on 2016-12-20 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2017 AESA Critic's Choice Book Award This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
Download or read book The Ambiguity of Teaching to the Test written by William A. Firestone and published by Routledge. This book was released on 2004-04-12 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Testing is one of the most controversial of all state and federal educational policies. The effects of testing are quite ambiguous. The same test may lead to different consequences in different circumstances, and teachers may use very different strategies to prepare students for tests. Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalizing teachers, and demotivating students, or to more challenging and thoughtful curricula, more engaging teaching, increased student motivation, and increased accountability. To help sort through this ambiguity and provide a firmer basis for decisions, The Ambiguity of Teaching to the Test: Standards, Assessment, and Educational Reform offers a hard look at the effects of state testing, and thoroughly examines the ambiguity of test preparation and how test preparation practices are influenced by what teachers know and the leadership coming from the school and district. Drawing on data from a three-year study of New Jersey's testing policy in elementary mathematics and science, it helps to explain the variety of ways that teachers modify their teaching in response to state tests, raises important questions, and offers useful guidance on how state policymakers and local and district school administrators can implement policies that will improve educational equity and performance for all students. It also offers an in-depth analysis of classroom practices that should inform teachers and teacher educators whose goal is to meaningfully implement conceptually based teaching practices. This comprehensive look at the statewide variation in testing practice features: *a data-based, non-ideological treatment of how testing affects teachers, in a field characterized by ideologically driven beliefs and by anecdotes; *an extensive and well-integrated combination of qualitative and quantitative data sources that provide a statewide overview, as well as an in-depth analysis of teachers and classrooms; *a careful analysis of the variety of forms of teaching to the test; and *a multilevel exploration of how a variety of personal and leadership factors can influence teaching to the test. This is an important book for researchers, professionals, and students in educational testing, educational policy, educational administration, mathematics and science education, educational reform, and the politics and sociology of education. It will also prove useful for state policymakers, school and district leaders, and teacher educators and curriculum specialists who are making decisions about how to design and respond to new testing systems.
Download or read book Improving Teaching through Observation and Feedback written by Alyson L. Lavigne and published by Routledge. This book was released on 2015-02-11 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.
Download or read book Testing Teaching and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Download or read book Preparing Teachers written by National Research Council and published by National Academies Press. This book was released on 2010-07-25 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Download or read book Toward a Reconceptualization of Second Language Classroom Assessment written by Matthew E. Poehner and published by Springer Nature. This book was released on 2020-02-03 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
Download or read book Implementing and Analyzing Performance Assessments in Teacher Education written by Joyce E. Many and published by IAP. This book was released on 2017-12-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students’ perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate. Endorsements The chapters compiled for Implementing and Analyzing Performance Assessments in Teacher Education edited by Joyce E. Many and Ruchi Bhatnagar, present a thoughtful look at the challenges and solutions embedded in the adoption of teacher performance assessments for preservice teachers. Most chapters feature edTPA, the most commonly used performance assessment now mandated in numerous states and used voluntarily by other programs across the country, and reveal how such assessments shine a bright light on the problems of practice in teacher preparation (stressful timelines, faculty silos, communication with P-12 partners, etc.) when new requirements disrupt the status quo. Each chapter tells a valuable story of performance assessment implementation and approaches that offset compliance in favor of inquiry and educative experiences for candidates and programs alike. Andrea Whittaker, Ph.D edTPA National Director Stanford University Graduate School of Education UL-SCALE Many and Bhatnagar launch the AAPE book series with a curated volume highlighting the contexts in which teacher educators implement and utilize performance assessments in educator preparation. Together, the chapters present research from various viewpoints—from candidates, faculty, university supervisors, and clinical partners—using diverse methodologies and approaches. The volume contributes significantly to the program assessment research landscape by providing examples of how performance assessments inform preparation at the intersection of praxis and research, and campus and field. These chapters provide a critical foundation for teacher educators eager to leverage performance assessments to improve their programs. Diana B. Lys, EdD. Assistant Dean of Educator Preparation and Accreditation School of Education University of North Carolina at Chapel Hill
Download or read book Inside the black box written by Paul Black and published by Granada Learning. This book was released on 1998 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers practical advice on using and improving assessment for learning in the classroom.
Download or read book Policy Professionalization Privatization and Performance Assessment written by Theresa J. Gurl and published by Springer. This book was released on 2016-02-19 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.
Download or read book Teacher Made Assessments written by Christopher R. Gareis and published by Routledge. This book was released on 2015-03-24 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment is not only a measure of student learning, but a means to student learning. This bestselling book guides you in constructing and using your own classroom assessments, including tests, quizzes, essays, and rubrics to improve student achievement. You will learn how to weave together curriculum, instruction, and learning to make assessment a more natural, useful part of teaching. Find out how to... ensure your assessments are fair, reliable, and valid; construct assessments that meet the level of cognitive demand expected of students; create select-response items and understand technology-enhanced items that are increasingly being used on assessments; use constructed-response items and develop scoring criteria such as rubrics; and analyze student results on assessments and use feedback more effectively. This second edition features updated examples that reflect the Common Core State Standards as well as other content standards and new, useful samples of teacher-friendly techniques for strengthening classroom assessment practices. No matter what grade level or subject area you teach, this practical book will become your go-to resource for designing effective assessments.
Download or read book Developing Assessments for the Next Generation Science Standards written by National Research Council and published by National Academies Press. This book was released on 2014-05-29 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
Download or read book Standards for the Assessment of Reading and Writing written by IRA/NCTE Joint Task Force on Assessment and published by International Reading Assoc.. This book was released on 2009-12-03 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Download or read book Classroom Assessment written by W. James Popham and published by I O X Assessment Associates. This book was released on 1995 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Were you looking for the book with access to MyEducationLab? This product is the book alone and does NOT come with access to MyEducationLab. Buy the book and access card package to save money on this resource. For students taking assessment courses in educational psychology or tests and measurement departments. Written with energy and wit, this reader-friendly text discusses practical ways in which teachers can develop and use well-written tests to improve their effectiveness in the classroom. With its constant attention to the instructional implications of educational assessment, Classroom Assessment: What Teachers Need to Know, 7/e, helps readers become assessment literate -- to understand the fundamental concepts and processes of educational testing that will influence teachers' hour-to-hour instructional decisions. The text recognizes and highlights the exponential increase in the importance of educational assessment in an era of common core state standards and teacher-evaluations based on students' test scores. From reviews of the book: I think that [the writing] is a particular strength of this text.The conversational and humorous tone is highly engaging and will help to hook students, especially those that might be a little hesitant about this topic...The coverage and depth of discussion are ...strengths. This book also tackles some of the ethical dilemmas associated with assessment. [And] it ...places the topic of assessment within the current political reality of accountability and helps students develop some appropriate responses to these challenges...I am a huge fan of this book! -Michael Boyle, Loyola University, Chicago Popham is a highly respected voice in the field of educational assessment. Over the years he has contributed tremendously to our understanding of the measurement issues that face educators...I have found Popham's text to be an excellent choice for my introductory course in classroom assessment. Popham includes many bonus items that are not available in other texts including his What Teachers Really Need to Know, Parent Talk, Pondertime, and Self-Check. Extended Applications are also excellent in promoting critical thinking about key issues.The addition of these components, together with Popham's engaging writing style, helps bring assessment to life for educators. -Deborah Bennett, Purdue University
Download or read book Assessment in the Classroom written by Peter W. Airasian and published by McGraw-Hill Companies. This book was released on 1996 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The special mission of Assessment in the Classroom is to show how assessment principles apply to the full range of teacher desicion making: from organizing the class as a social system to planning and conducting instructions to the formal evaluation of learning and, finally, to grading. The goal is to show students that assessment is an everyday, ongoing part of their teaching, not some esoteric affair that is divorced from their daily routine. With this in mind, the following features have been built into this text.
