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.
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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]
Using Course Assessments to Train Teachers in Functional Behavior Assessment and Behavioral Intervention Plan TechniquesFallon, Moira; Zhang, Jie; Kim, Eun-Joo; The College at Brockport (2011-01-01)As the need to train more teachers to work in inclusive classrooms increases, college instructors should identify and implement course assessments measuring their effectiveness in training practices. Skills in managing the challenging behaviors of students with disabilities, such as autism and emotional disturbances are important for teachers worldwide. The purpose of this paper is to explore the use of a course assessment to develop Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). The course assessment used in this study was developed, revised, and then implemented to evaluate participants‘ knowledge to identify, assess and develop plans to improve challenging behaviors of students with behavior disabilities. The course assessment was used in training teachers who currently hold general education certification in obtaining special education training. All participants were new teachers, previously certified in childhood education, and seeking additional certification in special education. Results show there were significant differences across the years of implementation of the study. The paper includes recommendations for other institutions of higher education to utilize similar course assessments into their teacher training programs.
Genesee River Watershed Project. Volume 5. Water Quality Analysis of the Canaseraga Creek Watershed Nutrient Concentration and Loading, Identification of Point and Nonpoint Sources of Pollution, Total Maximum Daily Load, and an Assessment of Management Practices using the Soil Water Assessment Tool (SWAT) Model. A report to the USDA.Rea, Evan; Makarewicz, Joseph C.; Lewis, Theodore W.; The College at Brockport (2013-01-01)An assessment of the Canaseraga Creek watershed was undertaken to determine the nutrient and sediment contribution to the Lower Middle Main Stem of the Genesee River and to determine sources of nutrient and sediment loss geospatially within the Canaseraga Creek watershed. To accomplish this task, a multifaceted, integrated approach was taken by a combination of monitoring, segment analysis, and modeling (Soil and Water Assessment Tool). Thus, the river was monitored for discharge, water chemistry, and loss of nutrients and soil for an entire year (3 August 2010 to 14 February 2012) at the USGS stations at Shaker’s Crossing and Dansville, NY. The Canaseraga Creek Soil and Water Assessment Tool (CCSWAT) model was created, calibrated, and verified for discharge, sediment, and P loss using these data. Based on the measured loading data to a subbasin outlet and the SWAT model, segment analysis was performed on selected subwatersheds to determine sources of material loss. Together these two bodies of information, the total amount of nutrients, sediments, and bacteria lost from the watershed and the sources of these losses, served to direct watershed management. Lastly, the CCSWAT model was employed to test the effectiveness of Best Management Practices (BMPs) on land use and to determine the minimum potential P concentration expected in a forested Canaseraga Creek watershed. With approximately 76.7% of its phosphorus load from anthropogenic sources, the largest subbasin (88,578 ha) of the Genesee River, Canaseraga Creek, should be a high priority for water quality remediation. Reducing phosphorus loads from Canaseraga Creek into the Genesee River is an important step to reduce the impact that the Genesee River has on water quality in the nearshore zone of Lake Ontario. In general, nonpoint sources of agriculture were identified as the leading cause of phosphorus loss in Canaseraga Creek through segment analysis, determination of weekly and event water chemistry, and integration into the Soil and Water Assessment Tool (SWAT) model. Of the various BMPs simulated throughout the whole watershed, grassed waterways were the most effective in reducing TP loading (44.8% reduction) and reducing TP concentration (69.9 ?g P/L) at Shaker’s Crossing. But grassed waterways by themselves did not reach either of the target (45 and 65 ?g P/L) TP concentrations. Simulations combining grassed waterways with upgraded (tertiary) WWTPs foe the entire watershed resulted in a decreased P concentration of 49.7 ?g P/L at Shaker’s Crossing. This simulation suggested a 65 ?g P/L is a realistic target concentration and that the 45-?g P/L target may be met with more stringent BMPs. A less costly approach is to focus remediation to a smaller area known to deliver P to the streams. For example, by implementing grassed waterways in the impacted tributaries of Twomile and Buck Run Creeks and the Groveland Flats area, by implementing streambank stabilization in highly erodible main stem areas, and by upgrading WWTPs to tertiary treatment (Tributary Remediation 3), the CCSWAT model predicted a reduction in TP concentration from 104.3 to 71.6 ?g P/L.