David C. Berliner of Arizona State University emphasizes that teachers, as it turns out, affect individuals a lot more than they affect aggregate test scores.
Recently in High-stakes testing Category
June 05, 2014
June 03, 2014
W. James Popham of University of California at Los Angeles concludes: The higher the stakes associated with the use of an educational test's results, the greater should be the scrutiny given to both the accuracy of score-based interpretations and to the appropriate usage of the test's results.
May 16, 2014
In this final blog, Madhabi Chatterji of Teachers College, Columbia University responds to three queries with some closing thoughts and takeaways on the "Assessing the Assessments" blog.
April 30, 2014
James Harvey of the National Superintendents Roundtable wraps up this month-long conversation between measurement experts and educators on the front line by answering some questions about unresolved issues. Read his final thoughts and "takeaways" from Assessing the Assessments.
April 25, 2014
Richard Noonan of Wallingford-Swarthmore School District, Pennsylvania, responds to William Schmidt and reiterates that the content, structure, and emphasis of PISA and TIMSS do not reveal the same things, and certainly should not lead us to the same conclusions.
April 24, 2014
William Schmidt of Michigan State University concludes: U.S. performance on international large scale assessments cannot be attributed solely to the number or distribution of poor and disadvantaged students.
April 22, 2014
Kelley M. Kalinich of Kenilworth School District No. 38, Illinois, responds to Deanna Iceman Sands and states that assessment should be an on-going and fluid process that connects to the work our teachers do in the classroom every day to result in quality learning for our students.
April 21, 2014
Deanna Iceman Sands of Seattle University describes how formative assessment is conceptualized and how its conceptualization promotes self-directed learning for students as they engage in goal setting, self-assessment, self-monitoring, and self-regulation of their learning strategies.
April 17, 2014
Theresa Rouse of King City Union School District, California responds to James W. Pellegrino and uses the analogy of a three-legged stool to explain the three major components of education reform: standards, assessment, and accountability.
April 16, 2014
James W. Pellegrino of University of Illinois at Chicago suggests that the assessment system should be built from the bottom up or inside out - starting with the classroom level and working towards the monitoring level -- just the REVERSE of what we have done with Common Core ELA and Math.