Intended and Unintended Consequences of Statewide Testing for ESL Curriculum and Instruction
Author : Michael Einar Anderson
Publisher :
Page : 386 pages
File Size : 20,16 MB
Release : 2004
Category :
ISBN :
Author : Michael Einar Anderson
Publisher :
Page : 386 pages
File Size : 20,16 MB
Release : 2004
Category :
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 66 pages
File Size : 19,18 MB
Release : 2001-08-29
Category : Education
ISBN : 0309170583
The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.
Author : National Research Council
Publisher : National Academies Press
Page : 136 pages
File Size : 25,95 MB
Release : 1999-10-06
Category : Education
ISBN : 0309172861
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.
Author : National Research Council
Publisher : National Academies Press
Page : 350 pages
File Size : 49,35 MB
Release : 1998-12-16
Category : Education
ISBN : 0309173469
Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Author : T. Kelleghan
Publisher : Springer Science & Business Media
Page : 295 pages
File Size : 43,64 MB
Release : 2012-12-06
Category : Education
ISBN : 9400973861
When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents.
Author : Wei-chih Lien
Publisher :
Page : 392 pages
File Size : 47,88 MB
Release : 2007
Category :
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 305 pages
File Size : 42,59 MB
Release : 1997-06-27
Category : Education
ISBN : 0309057892
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Author : National Research Council
Publisher : National Academies Press
Page : 132 pages
File Size : 30,97 MB
Release : 2002-08-01
Category : Education
ISBN : 0309084539
In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments.
Author : William Kane
Publisher : Page Publishing, Inc
Page : 296 pages
File Size : 27,58 MB
Release : 2020-11-13
Category : Political Science
ISBN : 1647019834
Being a citizen requires more than just being a resident. If you intend to vote in 2020 or beyond, then you should read this book before you vote. If you do not intend to vote, then you should read this book to understand why you should vote. Consider this a primer in contemporary civics. It is not meant to tell you what to think; instead, it is purposed to encourage you to think, to inspire you to question, challenge, validate, explore, and consider. It is intended to demonstrate how legislative policies have historically led to unintended consequences that then required additional legislation to resolve the unforeseen outcome. Our history is riddled with such instances. Most government programs are based upon noble principles on their onset—national security, to assist the economically disadvantaged, to provide a head start for those with inferior educational opportunity, or to provide a safety net for those who lack medical coverage. While some societal good and redressing of our national shortcomings have resulted from these efforts, the objectives of most remain unachieved. The cost has led to unsustainable national debt. Moderation and compromise are the proper pathways to governing our great nation. Our politics have become so party-polarized that moderation and compromise seem impossible. We must all share the same fundamental priority—nation over party. We will retrace our history to understand how we came to this place. Where does government responsibility end and personal responsibility begin? Let us examine these progressive laws, assess their success, and consider their cost to the US taxpayer. Diversity is an admirable thing, but in certain instances, uniformity is preferable. Charity is a blessed thing, but self-sufficiency is everlasting. Public assistance is a moral thing, but fiscal responsibility is an obligation. The decisions we make as a nation must transcend party politics and philosophies and refocus upon the larger, more compelling obligation of sustaining America, its history, its glory, and its future. Ronald Reagan cautioned that “we must act today in order to preserve tomorrow.” We must stand against the erosion of our democracy, economy, national security, and the basic moral fabric of our nation. The world is watching, and so are our grandchildren. Carpe diem.
Author : Kate Menken
Publisher : Multilingual Matters
Page : 216 pages
File Size : 27,41 MB
Release : 2008-02-27
Category : Language Arts & Disciplines
ISBN : 1847699332
In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students – including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.