1 / 30

Assessment & Accountability

This article discusses the importance of assessment in education and the use of assessment data for accountability purposes. It covers different types of assessments, such as formative and summative, and the role of standardized tests. It also explores the controversy surrounding accountability in education, including the No Child Left Behind Act and the concept of highly qualified teachers.

jsanders
Download Presentation

Assessment & Accountability

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Assessment & Accountability TEP 128A March 7, 2006

  2. Assessment Helps teachers, students and other stakeholders to gauge learning and to plan instruction

  3. Assessment • Formative: during a lesson (or within a series of lessons) • Questions • Observations • Student work samples • Summative: at the end of a lesson (or series of lessons) • Standardized, norm-referenced (e.g., CST) • Curriculum-embedded, criterion-referenced (e.g., end of unit tests) • Diagnostic: main purpose is to determine student learning needs (e.g., initial CELDT)

  4. CA mathematics standards By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems. http://www.cde.ca.gov/be/st/ss/mthgrade1.asp

  5. How many characters started out to see the world?  0  15  13  1

  6. Student work samples • Which strategies did children use to solve the problem? • What does each child’s answer reveal about her/his understanding? About the understanding of the group as a whole? • What other information would you want to gather in order to plan for future teaching?

  7. Accountability • The use of assessment data and other measures (e.g., attendance, safety) by policymakers to determine how well schools are performing.

  8. NCLB controversies

  9. The accountability movement • 1983: A Nation At Risk • Choice • Competition • Standards • What is the purpose of public education? What is the role of the federal government?

  10. State accountability measures • California’s Student Testing and Reporting Program(STAR) (1999) • California Standards Tests (CSTs) match the content standards • Academic Performance Index (API) measures growth • CSTs • California High School Exit Exam (CAHSEE) • CA Alternative Performance Assessment (CAPA)

  11. The Elementary & Secondary Education Act: No Child Left Behind (2001) • Choice, Flexibility, Teaching practices that “work”, accounability • Adequate Yearly Progress (AYP) • 100% of students proficient by 2013 • Targets for subgroups of students to close achievement gap

  12. Components of AYP • Achievement of the statewide Annual Measurable Objectives (AMOs) in both English language arts (ELA) and math • “Percent proficient” • Achievement of a 95% participation rate on all applicable assessments • Achievement on the “additional” indicators • API for all schools, and • Graduation rate for high schools

  13. Under No Child Left Behind: If a school does not meet its academic growth target for two consecutive years: parents have the right to transfer their child to a successful public school, including a charter school and…

  14. The school district must pay for transportation.

  15. If a school has failed for three consecutive years, parents of disadvantaged students have the right to supplemental educational services at the expense of the school district.

  16. If a school is designated by the state as dangerous or unsafe, parents have the right to request a transfer to a safer public school.

  17. No Child Left Behind (NCLB) Highly Qualified Teachers & Paraprofessionals

  18. Improving Teacher Quality State Grants “Our new education reforms ask a lot of America's teachers—and we owe them something in return. We owe them our respect. We owe them our support” -(Former)Secretary Rod Paige-

  19. Improving Teacher Quality State Grants "Good teachers... need to know—deeply—the subject they teach... You can't teach what you don't know well." -Sandra Feldman- President of the American Federation of Teachers

  20. TEACHER QUALITYDoes It Really Matter? Good teaching lasts a lifetime - and bad teaching limits dreams and opportunities. Compelling evidence confirms what parents have always known: A teacher’s mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence. For example, students in Tennessee with “highly qualified” teachers for three years in a row scored 50 percentage points higher on a test of math skills than those who had ineffective teachers SOURCE: W.L. Sanders & J.C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: University of Tennessee, 1996); and H. Jordan, R. Mendro & D. Weerasinghe, Teacher Effects on Longitudinal Student Achievement (paper presented at the CREATE annual meeting, 1997).

  21. Defining A Highly Qualified Teacher • A Highly Qualified Teacher holds a minimum of a bachelor’s degree 2. A Highly Qualified Teacher has obtained full state certification or licensure 3. A Highly Qualified Teacher has demonstrated subject area competence in each of the academic subjects in which the teacher teaches (e.g., CSET)

  22. TEACHER QUALITYThe Inequity Source: Richard M. Ingersoll, University of Georgia, Unpublished, 2000. From Schools and Staffing Survey 1993-94

  23. HIGHLY QUALIFIED TEACHERSTimelines For Implementation • 2002-2003:All teachers teaching core subjects in Title I schools hired after the first day of the 2002- 2003 school year must be “highly qualified.” • 2005-2006:All teachers teaching in core academic subjects, including Charter, VocEd and JROTC teachers, must be highly qualified by the end of the 2005-2006 school year.

More Related