In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
The Quest for Quality - Educational Leadership - 11 views
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I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
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This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
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Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
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I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
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I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
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The assessor must begin with a clear picture of why he or she is conducting the assessment.
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Using this with the concept of backward design shows us how many options all fit together.
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I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
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The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
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Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
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four categories of learning targets are
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These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
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I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
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The point where my assessment breaks down is that my formative data is rarely shared with others. We don't look for trends or patterns or discuss needed changes in content or instructional delivery.
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I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
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Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
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