Assessment versus Achievement: Winner Takes All!

Autor/in	Simon, Marsha
Titel	Assessment versus Achievement: Winner Takes All!
Quelle	In: Florida Journal of Educational Administration & Policy, 3 (2010) 2, S.73-85 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-3497
Schlagwörter	Educational Improvement; Second Language Learning; High Stakes Tests; Educational Quality; At Risk Students; African American Students; Hispanic American Students; English (Second Language); Disabilities; Student Evaluation; Test Wiseness; Educational Policy; Equal Education; Educational Change; Academic Standards; Standardized Tests; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Zweitsprachenerwerb; Quality of education; Bildungsqualität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Handicap; Behinderung; Schulnote; Studentische Bewertung; Politics of education; Bildungspolitik; Bildungsreform; Standadised tests; Standardisierter Test
Abstract	Florida schools consistently fail to make Adequate Yearly Progress [AYP] (FDOE, 2005d). Title I schools which serve poor and predominately students of color comprise the majority of schools designated as needing improvement in Florida. Black and Hispanic students, students with disabilities, and English language learners overwhelmingly perform below grade level on Florida's high stakes assessment, the Florida Comprehensive Assessment Test (FCAT). Many oppose high stakes tests because of assumptions that these tests promote narrowing the curriculum (Barksdale-Ladd & Thomas, 2000). Test preparation and ancillary activities often result in reduced time for academic learning at high levels. The author proposes alternatives to current school and state level policies in order to ensure that all students have the opportunity to learn the state curriculum. Furthermore, the author places the burden of change that will meet the needs of Florida's neediest children squarely on the shoulders of school leaders, including both teachers and administrators. (Contains 2 notes.) (As Provided).
Anmerkungen	University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail: FJEAPinfo@gmail.com; Web site: http://education.ufl.edu/Leadership/FJEAP/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10