A Question District Leaders Need to Ask More Often: What Parts of Formative Assessment Can't Be Outsourced?

Autor/in	Zavitkovsky, Paul
Institution	University of Illinois Chicago (UIC), Center for Urban Education Leadership (CUEL)
Titel	A Question District Leaders Need to Ask More Often: What Parts of Formative Assessment Can't Be Outsourced?
Quelle	(2022), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Formative Evaluation; Outsourcing; Outcomes of Education; Equal Education; Pandemics; COVID-19; Teaching Methods; Learning Processes; Accountability; Academic Achievement; School Districts; Computer Assisted Testing; Educational Legislation; Federal Legislation; Federal Programs; Standardized Tests; Achievement Tests; Scores; Elementary Secondary Education; Grade 4; Grade 8; Achievement Gains; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Verantwortung; Schulleistung; School district; Schulbezirk; Bildungsrecht; Schulgesetz; Bundesrecht; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement gain; Leistungssteigerung
Abstract	After the passage of "No Child Left Behind," and especially after Obama-era Race to the Top initiatives, rising accountability for improved achievement and widespread dissatisfaction with the instructional value of statewide test reports led many school districts to purchase computer-adaptive "interim" testing systems. A common rationale for making this investment has been that computer-adaptive systems help educators scale up more formative approaches to teaching and learning. In this brief, Paul Zavitkovsky reviews the track record of large-scale "interim" tests, and wonders whether pandemic disruptions, a decade of dismal return on investment and growing demands for instructional equity might begin to turn the tide on their continuing popularity. (ERIC).
Anmerkungen	Center for Urban Education Leadership. University of Illinois Chicago College of Education, 1040 West Harrison Street ,MC 147, Chicago, IL 60607. Web site: https://urbanedleadership.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01