The Seattle school district announced that high schools in the city will no longer be required to administer the Measures of Academic Progress assessment—a computerized adaptive test teachers had refused to give earlier this year. Read Full Post >
Are testing systems to blame? Read Full Post >
An Indianapolis high school English teacher adds her voice to the growing chorus of educators speaking out against what they see as extraneous and unreliable benchmarking assessments. Read Full Post >
So I bet you never stopped to consider the effects of teacher-evaluation reform on county fairs. I can't say that we have, either, but apparently this has become a not insignificant matter in the town of Carrington, Ohio. Read Full Post >
Sociologist Aaron M. Pallas says that we may soon begin seeing wide descrepencies in student test scores across districts as a result of the Common Core State Standards. Read Full Post >
In an op-ed published last week, Jesse Hagopian, a teacher at Garfield High School in Seattle explains why he and his colleagues are refusing to administer the the Measures of Academic Progress benchmarking exam. Read Full Post >
For most teachers today getting enough student data is no longer a problem. Knowing what to do with all of it is. Read Full Post >
While teachers are getting to know and becoming more comfortable with the Common Core State Standards, many still feel the presence of a dark, amorphous cloud hanging over them: the assessments. Read Full Post >
An educator warns that the centrality of standardized tests in math—particularly vis-a-vis teacher evaluations—may reduce the flexibility teachers' need to engage students in the subject. Read Full Post >
At a session on teacher effectiveness at yesterday's Excellence in Action National Summit in Washington, Tennessee Education Commissioner Kevin Huffman offered some lessons learned for legislators and state leaders looking to implement revised teacher-evaluation systems. The information he presented... Read Full Post >
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