Can Growth Ever Be Beside the Point?

Autor/in	Popham, W. James
Titel	Can Growth Ever Be Beside the Point?
Quelle	In: Educational Leadership, 63 (2005) 3, S.83-84 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Student Evaluation; Evaluation Methods; Federal Legislation; Educational Policy; Standardized Tests; State Standards; Academic Achievement; School Effectiveness; Educational Assessment; Educational Objectives; Accountability; Models; Student Improvement; Educational Indicators + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bundesrecht; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Schulleistung; Schuleffizienz; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Verantwortung; Analogiemodell; Educational indicato; Bildungsindikator
Abstract	In this article, the author draws attention to the fact that in school evaluations, students will improve on state-mandated tests, but the improved scores will not influence a school's adequate yearly progress (AYP) status because those students' scores do not cross the proficiency point. A state's proficiency point on each of its standardized tests becomes the most significant factor--by far--in determining how many schools will stumble during that state's annual No Child Left Behind (NCLB) "sweepstakes." A major problem of a school evaluation system that does not take growth into account is that it encourages teachers to focus excessive instructional attention on students who are at the cusp of proficiency, that is, just above or below a test's proficiency point. The author advocates the adoption of a growth-based approach to NCLB school evaluation, but does not encourage the adoption of the "value-added" evaluative models used in Tennessee and other states. The U.S. Department of Education has appointed study groups to advise Secretary of Education Margaret Spellings on the best ways to incorporate growth models into NCLB's accountability requirements. The author hopes that Secretary Spellings takes their advice and stays clear of the value-added approach. (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10