Data Analysis and Next Generation Assessments

Autor/in	Pon, Kathy
Titel	Data Analysis and Next Generation Assessments
Quelle	In: Leadership, 42 (2013) 3, S.30-32 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-3174
Schlagwörter	Accountability; Data Analysis; Federal Legislation; Educational Legislation; Administrators; Outcomes of Education; Mathematics Instruction; Algebra; Academic Standards; State Standards; Alignment (Education); Core Curriculum; Mathematics Education; California + Suchen Sie Ihr Suchwort? Verantwortung; Auswertung; Bundesrecht; Bildungsrecht; Schulgesetz; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Kerncurriculum; Mathematische Bildung; Kalifornien
Abstract	For the last decade, much of the work of California school administrators has been shaped by the accountability of the No Child Left Behind Act. Now as they stand at the precipice of Common Core Standards and next generation assessments, it is important to reflect on the proficiency educators have attained in using data to improve instruction and student outcomes. What lessons are of value for 21st century teaching and learning and beyond? At the end of one accountability system and the beginning of a new one, it is useful to review research-based data analysis practices to determine how to best provide continued alignment between teaching and learning for the next decade. (ERIC).
Anmerkungen	Association of California School Administrators. 1029 J Street Suite 500, Sacramento, CA 95814. Tel: 800-890-2272; Tel: 916-444-3216; Fax: 916-444-3739; Web site: http://www.acsa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10