Student-Engaged Assessment-A Meta-Analysis of EL Assessment Practices
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Assessment For Learning
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AbstractIn an era in which standardized tests are receiving increased attention, low-performing schools are often eligible for increased financial and professional support, intended to improve student achievement. Comprehensive School Reform (CSR) models are gaining popularity across the nation, and Expeditionary Learning (EL) is an example of one such model. The meta-analysis examined EL’s Core Practices for Assessment, which guide EL schools in developing and maintaining a balanced assessment program focused on student-engaged assessment, assessment for learning strategies, and effective use of both formative and summative assessment data. The current study captures the collection, analysis, and synthesis of professional materials regarding each of the Core Practices and sub-practices to determine the potential benefits of their implementation. Analysis suggests that education professionals are, in general, in support of student-engaged assessment practices. Limitations and implications are discussed.
Showing items related by title, author, creator and subject.
A Survey of Audiences for Reading Assessment: One District’s Needs and Methods of Assessment and Its Profile of a Good ReaderSmith, Arthur; Schubert, Margaret McHugh; The College at Brockport (7/1/1993)Teachers and residents in one small school district were surveyed to determine their needs for reading assessments, the methods of assessment they thought would best meet those needs, and their opinions on what is needed in order to read well. Results showed that both groups use assessment primarily to monitor student progress and to identify student strengths and weaknesses. Teachers also use assessments to plan instruction, strategies and activities. The two methods of assessment that the majority of respondents thought would best meet their assessment needs were individual assessment of reading performance and daily observation with frequent anecdotal records. Respondents cited 93 different criteria for reading well, with all but eight corresponding to factors cited by experts and researchers as influencing reading proficiency. Results indicated agreement between the two groups across all three topics and implied a support for whole-language instruction and alternative, perhaps authentic, assessment.
An analysis of language difficulties in Algebra I (Common core) assessments versus integrated Algebra assessmentsSpoth, Amy (State University of New York College at Fredonia, 2016-05)The purpose of this study was to determine if the difficult linguistic features of mathematics assessments correspond to teachers' perceptions of the assessments. A mixed methods research design was used in order to analyze the linguistic features of each exam and also gain insight to how teachers feel about the assessments. The assessments analyzed in this study were the June 2008 Integrated Algebra Examination and the 2015 Algebra I (Common Core) Assessment. In addition to comparing linguistic features of the two assessments, interviews were conducted. Two teachers were interviewed in one school district. The results of the data collection indicated that while the Algebra I (Common Core) Assessment contained more difficult linguistic features in fourteen of the sixteen categories, readability tests showed the Integrated Algebra Examination is written at a higher reading and grade level. The results of the interviews concluded that while students may struggle with linguistically difficult features in mathematics, there are strategies which may be incorporated into instruction in order to help these students overcome these challenges. Some of these strategies may include practice reading texts with difficult linguistic features in mathematics classrooms, explicitly teaching students how to separate mathematics and language, and collaborating with other teachers to determine what strategies may work best for your students. [from abstract]
Congruity between Assessment Criteria and Cooperating Teacher Assessment of Student TeachersOcansey, Reginald T-A.; Sofo, Seidu; The College at Brockport (12/1/1998)This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching.