Teacher Observation to Assess Student Achievement

Autor/in	Ediger, Marlow
Titel	Teacher Observation to Assess Student Achievement
Quelle	In: Journal of Instructional Psychology, 34 (2007) 3, S.137-139 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Stellungnahme; Federal Legislation; State Standards; Educational Improvement; Academic Achievement; Accountability; Observation; Student Evaluation; Evaluation Methods; Academic Standards; National Standards; Standardized Tests; School Choice; Compliance (Legal); Mathematics Achievement; Reading Achievement; Reading Comprehension; Science Achievement; Social Studies + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Verantwortung; Beobachtung; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Choice of school; Schulwahl; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Leseverstehen; Gemeinschaftskunde
Abstract	Whatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and state standards, signed into law in 2002. Much drill is going into students passing mandated tests for grades three through eight, and an exit test in high school to receive a diploma. Schools also need to pass an Adequate Yearly Progress (AYP) test. If the latter is not passed two years in a row, then that school will be listed as "failing." Students may then opt out of a failing school and attend a "successful" school at local district expense. This has placed much pressure upon teachers and principals to have students and classes be termed "successful," in meeting NCLB requirements. Learners are then being drilled, particularly, in reading and mathematics. There are even reports of principals pressuring teachers to teach students in these two curriculum areas, only. This leaves out major curriculum areas in teaching and learning. (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10