A New Model of Student Assessment for the 21st Century

Autor/inn/en	Farrington, Camille A.; Small, Margaret H.
Institution	American Youth Policy Forum
Titel	A New Model of Student Assessment for the 21st Century
Quelle	(2008), (48 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; Grading; High Schools; Urban Schools; Case Studies; Academic Achievement; Charter Schools; Graduation Requirements; Credits; Grade Point Average; Student Promotion; Academic Records; Special Needs Students; College Admission; Databases; Illinois + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Notengebung; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Schulleistung; Charter school; Charter-Schule; Abschlussordnung; Support of studies; Studienförderung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Sonderpädagogischer Förderbedarf; Hochschulzugang; Hochschulzulassung; Zulassung; Datenbank
Abstract	The chronic academic underperformance and student failure of most American urban high schools are actually created by the antiquated way that schools evaluate student academic performance and award (or deny) course credits. When the school leaders in a small inner-city high school in Chicago began to question the "received wisdom" of high school student assessment and common practices of grading, remarkable improvements in student performance followed, not just once, but year after year. By changing the system by which high school students pass courses and earn course credits, the school was able to simultaneously raise graduation requirements and increase graduation rates. These school leaders also created a student assessment database that serves as a model for a new generation of school and district student data systems, using classroom assessment data to inform instruction and to direct support services and remediation. How does a school take urban kids with low test scores and myriad other life challenges and, within a few years, remediate a history of underachievement, significantly improve their chance of graduating, and successfully propel them on to college? This brief case study challenges long-established practices and offers districts possibilities for improving secondary education outcomes by rethinking our understanding of academic success and transforming the structure and tracking of student achievement. (Contains 2 tables and 64 endnotes.) (As Provided).
Anmerkungen	American Youth Policy Forum. 1836 Jefferson Place NW, Washington, DC 20036. Tel: 202-775-9731; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org/publications/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10