Using
Data to Close the Achievement Gap
The achievement gap that separates low-income and minority youngsters from
other young Americans is widening again, says Education Trust president
Kati Haycock, and "if we don't get the numbers out on the table and
talk about them, we're never going to close the gap once and for all."
But in this article in Educational Leadership (March 2001), Haycock worries
"about how many people head into discussions without accurate data.
And I worry even more about how many education leaders have antiquated-and
downright wrong-notions about the whys beneath the achievement gap."
Standards-Based
Report Cards in Middle School
One of the best information sets we've seen on the Web about the use of
standards-based report cards in the middle grades.
Test
Data Teachers Would Love To Have
"Imagine," says this article in Principal Leadership (January
2001), that "teachers in your school receive a report on their students
three times a year, an analysis of each student's reading, writing, and
math skills." What's more, the school-developed assessments "would
be scored against rubrics the staff has written using state standards and
the school's expectations for good work. The result: reliable, comparable,
timely assessment data that can really improve instruction tomorrow -- in
their classrooms and across the school."
Student
Self-Assessment: Making Standards Come Alive
Incorporating a standards-based approach to teaching and learning can be
a creative and enriching endeavor. What's one key approach? Ask students
to assess their own work. This article at ASCD's Classroom On-Line newsletter
describes a high school self-assessment project that may inspire middle
grades educators as well.
Rubrics,
rubrics, rubrics
This page, maintained by Mrs. Barnard and her students at Eagle Creek Elementary,
compiles rubrics resources from all over the World Wide Web, including this
great page, right here at MiddleWeb!
Using
Rubrics in Middle Grades Writing
In "The Effects of Instructional Rubrics on Learning to Write,"
researcher Heidi Goodrich Andrade applies her considerable expertise in
the areas of assessment and rubric development to examine the impact of
instructional rubrics on eighth grade students' writing and on their knowledge
of the qualities of effective writing. Includes seven different writing
rubrics and examples of student work. (Current Issues in Education: Vol.
4, No. 4, 2001)
Authentic
Work and Standardized Tests (PDF File)
"Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence"
presents the results of a study of Chicago teachers' assignments in mathematics
and writing in grades 3, 6, and 8. It shows that students who received assignments
requiring more challenging intellectual work also achieved greater than
average gains on the Iowa Tests of Basic Skills in reading and mathematics,
and demonstrated higher performance in reading, mathematics, and writing
on the Illinois Goals Assessment Program. [Find link to PDF version of report
on this page. Also see the
report on the connection between different forms of instruction and
achievement in Chicago's K-8 schools.]
State
Assessments Not Yet Up to the Task
Tests that are valid, reliable and fair are the best means of charting the
country's progress toward the goal of improved student achievement, according
to "Measuring What Matters," a new report released by the Committee
for Economic Development. However, the report cautions that more work must
be done to ensure that state assessments are strong measures of learning,
that students are provided with adequate preparation, and that teachers
are prepared to translate the testing information into improved instruction.
(Links to PDFs of press release, executive summary and full
report.)
Grade
Inflation and Student Achievement
"While most would agree on the general purpose of grading -- to provide
feedback to students, parents, and others on student performance -- finding
a consensus on what criteria to use for grading is a different story,"
says this article in the Harvard Education Letter (Jan/Feb 2000). In "Grade
Inflation: What's Really Behind All Those A's?", the author finds that
the standards-based reform movement is creating additional pressure to clarify
exactly what grades mean and how grading may now need to fit into a system
that includes other measures of performance.
Assessment
as a Teaching Strategy
While serving in the Christa McAuliffe Fellowship Program, Montana teacher
Jan Jamruszka-Wilson set out to "develop a feasible and practical plan
that would increase teacher understanding of assessment and, which teachers
could use to integrate assessment with instruction to improve student learning."
Wilson posted the results on her work on this website.
Standards-Based Student
Assessments
The Electronic Learning Marketplace offers a variety of resources to help
teachers throughout the state align their classroom practice with the Maine
Learning Results, emphasizing high quality assessments through which students
can demonstrate their achievement of rigorous standards. Includes a collection
of teacher-developed, peer-reviewed assessments.
Posting
Students' Grades On-Line
A growing number of K-12 teachers are posting student grades on-line. Education
World talks with educators who have been doing it for some time. Included:
Online resources and discussions about online grades and free software you
can use to post your own grades online.
AERA
Statement on High-Stakes Testing
High-stakes testing programs will harm teaching and learning, says a recent
policy statement by the American Education Research Association, unless
certain conditions are met. Among them: "When content standards and
associated tests are introduced as a reform to change and thereby improve
current practice, opportunities to access appropriate materials and retraining
consistent with the intended changes should be provided before schools,
teachers, or students are sanctioned for failing to meet the new standards."
Sounds fair.
Understanding
Classroom Assessment
Assessment expert Lorrie A. Shepard has prepared this "chapter"
for the Handbook of Research on Teaching. She describes it as an effort
"to develop a framework for understanding a reformed view of assessment,
where assessment plays an integral role in teaching and learning. If assessment
is to be used in classrooms to help students learn, it must be transformed
in two fundamental ways. First, the content and character of assessments
must be significantly improved. Second, the gathering and use of assessment
information and insights must become a part of the ongoing learning process."
(Summary, and link to PDF version of article.)
"Understanding
by Design" -- Standards and Backward Curriculum Planning
An on-line excerpt from the important Wiggins/McTighe book Understanding
by Design. This great resource on backwards curriculum planning works
well with a standards approach. From the introduction: "This book is...about
design -- the design of curriculums to engage students in exploring and
deepening their understanding of important ideas and the design of assessments
to reveal the extent of their understandings." There's a generous selection
from the book at this ASCD page. Search
the site for ordering information and a description of the UBD training
program. And see this
brief article describing the backward-design process.
Comparing
What's Taught and What's Tested
Little alignment exists between what state assessments test and what
teachers teach, according to research conducted by the University of Wisconsin.
Eleven states participated in the study, "Using Data on Enacted Curriculum
in Mathematics and Science": Iowa, Kentucky, Louisiana, Massachusetts,
Minnesota, Missouri, North Carolina, Ohio, Pennsylvania, South Carolina,
West Virginia. Researchers surveyed math and science teachers and examined
state exams in those subjects for grades 4 and 8.
The Gap
Between Testing and Technology
Technology and testing are two of the most popular prescriptions for improving
public education. Yet, recent research shows that standardized language
arts tests taken on paper severely underestimate the performance of students
accustomed to working on computer. (Find Volume 1, Number Two on this page
for PDF file.) See other work at the The
National Board on Educational Testing and Public Policy (NBETPP), an
independent organization that monitors testing in the United States. The
Board provides ongoing information on the uses and outcomes of educational
testing for decision making purposes, paying special attention to groups
historically underserved by the educational system.
State
Assessment as Political Spectacle
This fascinating article (first in a series) in the Teachers College Record
(11/99) tells the political story of standards development in Arizona. "What
do these stories of political intrigue have to do with assessment policy?"
the authors ask. Find out in this highly readable and insightful series.
Middle Grades Performance
Assessments
Performance Assessment Links (PALS) is an on-line, standards-based, continually
updated interactive resource bank of science performance assessment tasks
indexed to the National Science Education Standards (NSES). The tasks can
also be custom-indexed to local or state standards. Of particular interest
is the section on 'Examples of Student Work' for each task in the collection.
Developer Tom Hinojosa writes: "I believe the web site can serve as
a focal point and tool for some powerful professional development for all
teachers, but especially at the middle school level because the majority
of the tasks are designed for grades 5-8. In addition, the tasks in the
collection are ready for immediate use in the classroom if a teacher chooses
to do so." Supported by NSF.
Looking
Collaboratively at Student Work: An Essential Toolkit
This special issue of "Horace," the newsletter of the Coalition
of Essential Schools, is a must for anyone interested in promoting serious
teacher discussions around standards, classroom assessment, and the examination
of student work. From the text: "Looking closely...at student work
can unveil a treasure trove of insights to guide school communities as they
reflect on their purpose, assess their progress, and plan strategies for
reaching all children better. It's scary work, though, and respectful protocols
can help." Don't miss this one!
Using
Standards and Assessments
The March 1999 issue of Educational Leadership features stories on "Using
Standards and Assessments." Several stories are posted on the ASCD
website; others are available by ordering the issue (or subscribing to EL).
The on-line stories include "Why
Standardized Tests Don't Measure Educational Quality," by James
Popham; "Realizing
the Promise of Standards-Based Education," by Mike Schmoker and
Robert J. Marzano; and "School
Leaders Look at Student Work."
Find "Hot
Data" at the Practitioners' Circle
The once-staid National Center for Education Statistics has a new webpage
featuring statistical information, findings from research, & other information
for teachers, parents, & administrators. You'll find announcements of
the latest NCES releases, and updates "as data emerge on hot issues."
Each month, the page features an on-going NCES program: this month it's
the School and Staffing Survey. A user-friendly page with nice graphics
and easy-to-access data.
Making
Assessment Part of Student Learning
Interview with staff developer Bruce Joyce in the Fall 1998 Journal of Staff
Development. "Emily Calhoun and I reviewed the literature on school
renewal efforts that succeeded in affecting achievement. We didn't find
any examples in which people focused on something of importance that didn't
produce effects the first year. If the change in content or teaching/learning
process is going to affect the kids, it is going to affect them very rapidly."
Also see "Aligning
Staff Development with Student Goals" in NSDC's "Results"
newsletter (11/98). And these resources at NSDC about data-driven
decisionmaking.
Feedback:
How Learning Occurs
Assessment researcher Grant Wiggins makes "four simple points"
about this puzzle: "Why is it, that we don´t gather feedback regularly
in schools and colleges and use it to improve learning?" From his plenary
address at the 1997 American Association of Higher Education conference.
This essay is now available at Wiggins' RE:Learning website in PDF format.
Go to the link above and find the essay in the download list.
Take the
TIMSS Middle Grades Math Test!
You'll have to exert a little effort to use this site (unless you have ShockWave
already installed in your internet web browser), but the "TIMSS On-Line
Challenge" is a terrific opportunity to try your hand at middle grades
math questions used in the Third International Math and Science Study. The
site features colorful cartoons and a state-of-the-art presentation system
that allows visitors to choose grade- and difficulty-levels. After you answer
questions, you can see how students in different countries fared on the
same problem. The free site is supported by CRESST and the WestEd education
research lab and serves as a good example of public engagement.
The
Changing Role of Standards and Classroom Assessment
This case study explores questions about the apparent conflict between standards
and equity. From "Making Connections: Case Studies for Student-Centered
Classroom Assessment."
Helping
Teachers Use Assessment Data to Improve Instruction
"Formative assessment" refers to a teacher's use of in-class testing
and other performance measurement to modify teaching and better meet student
needs. Teachers don't do this nearly well enough, say the authors of "Inside
the Black Box: Raising Standards Through Classroom Assessment." If
they get the support they need to learn to do it well, many more students
are likely to meet standards. (Phi Delta KAPPAN, November 1998)
Talking
About Tests
"Talking About Tests," published by the National Education Goals
Panel, can help state and local leaders communicate with parents about "the
need for higher standards and tougher tests." The report suggests ways
to report individual student results in meaningful ways, and provides examples
of good ("de-jargonized") communication through the use of individual
state examples and "close-ups" (in-depth stories). [Requires Adobe
Acrobat to download.]
High
Stakes Testing: An On-Line Book
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: Testing for Tracking,
Promotion, and Graduation" looks at how tests are used--and misused--in
assessing children's performance and achievements. Published by the National
Research Council's Committee on Appropriate Test Use (Jay P. Heubert and
Robert M. Hauser, Editors). This link leads you to the introduction and
executive summary; the complete 331-pp. book is available on-line as well
as in hardback. Access the entire text from the report "home
page."
Value-Added
Teaching
As policymakers and researchers look for ways to measure educational performance
fairly, more are turning to a "value-added" approach, reports
Lynn Olson in her in-depth article "A Question of Value" in th
5/13/98 issue of Education Week. The research-based story reviews the value-added
assessment systems in Tennessee and Dallas, TX and reports on the results
of value-added research in Maryland, Boston and Minneapolis. One finding
from the Boston study: "Highly effective teachers were able to produce
six times as much growth in student learning as the least effective teachers,
even though their students started with similar baseline scores."
"On
the Cutting Edge of Assessment Testing: What Students Can Do with Knowledge"
An 8th grade history teacher's performance assessment -- a letter to the
Spanish monarchs in 1492 -- offers the entry into this discussion of cutting-edge
classroom testing and the connection between standards and teacher-generated
assessment. Summarizes the thinking of 10 experts. (ASCD Eduation Update,
June 1996)
Designing
an Effective Performance Task for the Classroom
Teachers, principals, and others anxious to explore performance assessment
will be delighted to find "Designing an Effective Performance Task
for the Classroom." These web pages, prepared by the Kentucky Department
of Education, are tailored to Kentucky performance standards but will be
useful (and useable) by any educator. The material includes several middle
school performance tasks. The math activity, "The
Storage Area," focuses on a "space and dimensionality"
standard. The American history activity, "Museum
in a Box," addresses historical perspective; students prepare permanent
resources for the school library around key topics like "Manifest Destiny."
Designing
Performance Assessments
A good performance assessment is a "three-intellect" activity,
writes Jo Anne Wangsatorntanakhun, referring to Oliver Wendell Holmes' description
of the three levels of intellectual engagement. To assist teachers in designing
performance assessment tasks, this article defines performance assessment;
provides links to some pertinent internet resources; reviews the design
process; and provides templates and models for developing assessment tasks
and criteria for the classroom."
"What
Happens Between Assessments?"
In this article from the Dec96/Jan97 issue of Educational Leadership, Maryland
education reformer Jay
McTighe says that "not only assessment needs to change, curriculums
and instructional strategies, too, must reflect a performance orientation."
He offers seven principles for performance-based instruction. See the issue
"Teaching for Authentic Student Performance" contents here,
including "Using
Work Sampling in Authentic Assessment."
Just what IS a rubric?
If you're the parent of an elementary or middle school child, you may have
heard the word "rubric" and wondered what it means. See teacher's
"Problem of the Week" rubric. You
may be interested in the opinions of some veteran
"rubricians" at a Long Beach middle school named a national
blue ribbon winner.
Understanding
Rubrics in the Middle Grades
Project Zero researcher Heidi Goodrich Andrade shares some of her discoveries
about rubrics, growing out of research in the middle grades. This page includes
the text of her article "Understanding Rubrics," published in
Educational Leadership, and several additional rubrics she has used with
middle grades teachers and students. And
see this page of rubrics and assessment resources.
New Models of Accountability
Education researcher Linda Darling Hammond warns that school accountability
should not focus exclusively on student achievement data. It's too easy,
she says, to fabricate "an illusion of effectiveness."
The TIMMS Study of
International 8th Grade Math and Science Performance
American students are above average in life sciences and environmental issues,
average in fractions, algebra and physics, but struggle with measurement
and geometry, according to the recently released report Pursuing Excellence:
A Study of U.S. Eighth-Grade Mathematics and Science Teaching, Learning,
Curriculum and Achievement in International Context.
THE
BEST Standards Source on the World Wide Web
The best compilation of information about the standards movement is not
a government or university website, but a little page tucked away in the
rolling hills of New York state. The Putnam Valley schools and webmaster
Charles Hill have built a wonderful resource for anyone interested in standards
and curriculum frameworks. This well-indexed site can be searched by subject
area, by state, and by national agency or organization.
Walt
Haney's Favorite Sites
A collection of URLs by Boston College professor Walt Haney, a national
expert on assessment and testing reform.
Authentic Assessment Graduation
Exam