This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Harry Torrance, Whitney Husid, Weimo Zhu, Linda G. Fisher, Susan L. Davis-Becker, Daniel J. Donder, Judy Rink, Maika Watanabe, Ben Dyson, and Connie Fox.
(2011). Interactional Competence in a Paired Speaking Test: Features Salient to Raters, Language Assessment Quarterly. Paired speaking tests are now commonly used in both high-stakes testing and classroom assessment contexts. The co-construction of discourse by candidates is regarded as a strength of paired speaking tests, as candidates have the opportunity to display a wider range of interactional competencies, including turn taking, initiating topics, and engaging in extended discourse with a partner rather than an examiner. However, the impact of the interlocutor in such jointly negotiated discourse and the implications for assessing interactional competence are areas of concern. This article reports on the features of interactional competence that were salient to four trained raters of 12 paired speaking tests through the analysis of rater notes, stimulated verbal recalls, and rater discussions. Findings enabled the identification of features of the performance noted by raters when awarding scores for interactional competence and the particular features associated with higher and lower scores. A number of these features were seen by the raters as mutual achievements, which raises the issue of the extent to which it is possible to assess individual contributions to the co-constructed performance. The findings have implications for defining the construct of interactional competence in paired speaking tests and operationalizing this in rating scales. [More] Descriptors: Speech Communication, Language Tests, High Stakes Tests, Rating Scales
(2011). Leadership Practices of Successful Middle School Principals, Journal of Educational Administration. Purpose: This study aims to be one in a series examining the leadership best practices of school principals as they lead in an accountability- and standards-driven school environment. The lack of research and necessity to find successful practices to improve student achievement highlight the need for this study. Design/methodology/approach: An inductive exploratory study was designed to provide insight into how successful middle school principals facilitate high levels of student achievement. Findings: Common themes of practices enabling the principals to serve effectively in their schools emerged from the conversations and were grouped in the following categories: sharing leadership; facilitating professional development; leading with an instructional orientation; and acting openly and honestly. Originality/value: This research contributes to the field by providing insights into the practices of leaders of successful schools in a high-stakes testing environment. The study provides a framework on which leaders should model their own practices, as well as informing leadership preparation programs areas around which to focus their instructional content. [More] Descriptors: Middle Schools, Academic Achievement, Educational Environment, Principals
(2011). The Achievement-Assessment Link, Library Media Connection. The recent recession, school budget cuts, and predictions of school libraries' demise because of technology advances put pressure on school librarians to prove the utility, relevance, and value of school libraries to student learning. While national studies document that school libraries increase student achievement, school librarians must demonstrate it locally time and time again. If student achievement is the goal, how do school librarians provide evidence of student learning in their school libraries? How do they assess progress? In this era of high-stakes testing and accountability, focus is placed on statistically measured outcomes: scores on state-required standardized tests that may or may not actually measure knowledge. Even if they do, standardized tests do not verify that students know when, where, why, or how to use information. Too often, the "knowledge" is forgotten upon test completion. Focus on test scores reduces students to cogs in the educational machine that seeks to perpetuate itself by churning out statistical confirmation of its value. It fails to acknowledge educators' responsibility to prepare students for the 21st century workplace, create information and technology literate citizens, and nurture positive dispositions for lifelong learning. These goals are accomplished only when students are considered holistically, as people with strengths, weaknesses, learning styles, multiple intelligences, values, and cultures–not just the total sum of their test scores. Done well, assessment not only provides evidence of student learning, it supports and makes possible student learning. [More] Descriptors: Evidence, Academic Achievement, Lifelong Learning, School Libraries
(2011). "Heterogenius" Classrooms: Detracking Math and Science–A Look at Groupwork in Action [with DVD], Teachers College Press. While researchers have documented the promise of detracking reform, many teachers still find it difficult to teach students with a wide range of academic skills in one classroom. Through engaging classroom footage and powerful interviews with teachers, students, and administrators, this 80-minute DVD showcases best practices from successful detracked math and science secondary classrooms. The companion book features the backdrop to the film, including lesson plans, student handouts, rubrics, and reflections written by featured teachers in order of their appearance in the film. Concluding chapters cover topics such as support for struggling students, professional development opportunities for teachers, and frequently asked questions about and additional resources on detracking. In this current high-stakes testing climate, educators must make a decision about how to address the needs of students who are not meeting grade-level expectations. Do they place these students in separate, remedial classes, or do they detrack? This resource shows that detracking–more rigor with multiple entry points and support–is the socially just and effective alternative to remediation through tracking. [Foreword by Michelle Fine.] [More] Descriptors: Mathematics Instruction, Science Instruction, Secondary School Mathematics, Secondary School Science
(2011). Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera?, British Journal of Educational Studies. Internationally, over the last 20-30 years, changing the procedures and processes of assessment has come to be seen, by many educators as well as policy-makers, as a way to frame the curriculum and drive the reform of schooling. Such developments have often been manifested in large scale, high stakes testing programmes. At the same time educational arguments have been made about the need to provide students with good quality formative feedback, and informative reports about what they have achieved. The chimera of a perfectly integrated and functioning curriculum and assessment system has been pursued, but such ambition far outstretches systemic capacity; it is neither feasible nor desirable. The national testing and examination system in England is an exemplar case. As national results have improved, much evidence suggests that, if anything, actual standards of achievement are falling, and grade inflation is undermining public confidence in the whole system. The paper will review these issues and tensions, and argue that a different model for developing curriculum and assessment is urgently needed. [More] Descriptors: Academic Achievement, Grade Inflation, Testing, Foreign Countries
(2011). Politics and Principals: Beginning Black Teachers' Perceptions of Relationships with Administrators in 21st-Century Schools, Improving Schools. Historically, African American teachers have been the foundation of effective teaching for African American learners and for others in public schools before and after the landmark Brown versus Board decision. The ability of these teachers to do the work necessary to continue this legacy in the post-Brown era appears to be difficult in current teaching environments across the country. While this struggle persists, the profession at large maintains a stated interest in increasing the number of "diverse" teachers in the general population. The consistently declining numbers of African American teachers coupled with high stakes testing, and the subsequent demanding nature of 21st-century classrooms point to a challenging work environment for most, especially the novice or beginning African American teacher. This article reports the findings of a three-year qualitative study of first year African American teachers in the 21st century. Overall findings emphasize the impact of school administrative practices on the performance of beginning black teachers. The necessity of those responsible for leading schools to be responsive to the needs of these teachers is highlighted. [More] Descriptors: African American Teachers, Teacher Effectiveness, Work Environment, Principals
(2011). Play Deprivation: Is It Happening In Your School?, Online Submission. High-stakes testing combined with the notion that indoor and outdoor spontaneous play are a "waste of time" have contributed to the condition known as "play deprivation". This paper defines the term play deprivation and explores its negative effects on children and adults. Negative effects resulting from play deprivation include an increase in violent crimes, decreases in brain and muscle fiber development, and reduction in communication, problem-solving, and social skills. Further evidence of play deprivation exists indicating children are at greater risk for aggressive behaviors and an increased risk of obesity. Play deprivation of other species also indicate the same negative effects. Other factors contributing to play deprivation include inadequate and unsafe outdoor spaces and equipment, organized sports, technology, prescribed routines, litigation, violent/abusive childhood, and play elimination in curriculum. A survey of 68 kindergartens was conducted using the Early Childhood Environment Rating Scale-Revised (ECERS-R) to determine the amount of "Free Play" children experienced in their daily routines. Results of this survey indicated almost half of the kindergartens surveyed scored 4 or below and are engaged in free play far less than recommended by the ECERS-R. Although the number of studies addressing play deprivation is limited, the results are significant. Further studies and recommendations for interventions and preventions are identified. [More] Descriptors: Play, Rating Scales, Disadvantaged Environment, Health Related Fitness
(2011). Formative Conceptions of Assessment: Trainee Teachers' Thinking about Assessment Issues in English Secondary Schools, Teacher Development. This paper explores the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. For some years teachers in English schools have worked in a context where the outcomes of formal testing have been used to judge school and teacher performance as well as student achievement. Research evidence that formative modes of assessment contribute more to student learning has in recent years led to strong recommendations that most classroom assessment should be "Assessment for Learning" (AfL). In reality the new orthodoxy of AfL is being championed in a context where high-stakes testing retains its perceived role in ensuring "accountability". Interviews with a sample of trainee teachers at an early stage of preparation for teaching suggest that their preconceptions about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching. [More] Descriptors: Student Evaluation, Testing, High Stakes Tests, Foreign Countries
(2011). Induction at the Secondary Level: A Focus on Content, Pedagogy, and a School's Best Teachers, Journal of Special Education Leadership. The role of the school administrator as an instructional leader has had a long history. However, today this role is more important than ever as high stakes testing has increased the level of accountability for all educators. Districts across the country be they urban, suburban, or rural are scraping for every dollar and at the same time many superintendents are pledging, "The classroom is the most important place in the district." To this end, all classrooms need to be staffed by highly qualified teachers, who know their curricular content and, just as important, have the pedagogical skills to teach so that all students learn to their fullest potential. As a public high school principal in a large urban district, the author has experienced over the many years of his career that, to attract and retain high-quality teachers, a comprehensive induction plan needs to be in place. This induction plan must include district and school policies and procedures; however, the focus throughout the year must be on teaching and learning. The development of the induction plan should include input from newly hired teachers who are experiencing the joys and frustrations of the first years of teaching. [More] Descriptors: Principals, Administrators, Beginning Teacher Induction, Beginning Teachers
(2011). Review of "Florida Formula for Student Achievement: Lessons for the Nation", National Education Policy Center. Former Florida Governor Jeb Bush and the Foundation for Excellence in Education have embarked on a well-funded campaign to spread selected Florida education reforms to other states. These reforms include assigning letter grades to schools, high-stakes testing, promotion and graduation requirements, bonus pay, a wide variety of alternative teacher credentialing policies, and various types of school choice mechanisms. This policy potpourri was recently presented by Gov. Bush in Michigan, and the documents used allow for a concrete consideration and review. Regrettably, Bush's Michigan speech relies on a selective misrepresentation of test score data. Further, he offers no evidence that the purported test score gains were caused by the recommended reforms. Other viable explanations, such as a major investment in class-size reduction and a statewide reading program, receive no or little attention. Moreover, the presentation ignores less favorable findings, while evidence showing limited or negative effects of the proposed strategies is omitted. Considering the overwhelming evidence that retention is ineffective (if not harmful), it is troubling to see Mr. Bush endorse such an approach. Finally, Florida's real problems of inequitable and inadequate education remain unaddressed. [More] Descriptors: Educational Change, Educational Policy, Educational Assessment, Public Schools
(2011). Related Critical Psychometric Issues and Their Resolutions during Development of PE Metrics, Measurement in Physical Education and Exercise Science. In addition to validity and reliability evidence, other psychometric qualities of the PE Metrics assessments needed to be examined. This article describes how those critical psychometric issues were addressed during the PE Metrics assessment bank construction. Specifically, issues included (a) number of items or assessments needed, (b) training protocol for required intra- and inter-rater objectivity, and (c) the development of a score scale. First, using a subsample of data from the PE Metrics study, in which students were assessed using four assessments, the impact of the number of assessments was examined. It was found that at least two assessments are needed when applying PE Metrics for the purpose of high stakes testing. Single individual assessments can still be used in teaching practice, but the results must be interpreted with caution. Second, with the training protocol developed for PE Metrics, satisfactory intra-rater objectivity can be achieved. When two or more raters are involved in rating, however, an additional monitoring protocol should be employed so that inter-rater objectivity can be monitored and controlled. Third, to help allow for a consistent interpretation and reporting of PE Metrics results, a score scale was developed. Other related issues, such as test fairness and setting performance standards, were discussed, and future directions concerning PE Metrics maintenance and continuing development were outlined. [More] Descriptors: Measures (Individuals), Psychometrics, Interrater Reliability, Training
(2011). Community Support for Visual Arts Programs: Artist-in-Residence in a K-6 Elementary School, Online Submission. A sustainable plan for arts education is not allocated in the operating costs of many elementary school districts. Arts education is becoming expendable, as budgets become tighter and emphasis is placed on test scores in accountable subject areas. High stakes testing, pre-identified supposed outcomes, and public concern about school productivity has resulted in a focus on the student's ability to test rather than the child's relationship with learning. Arts education has been linked with critical thinking skills, higher student engagement, positive self-esteem, conceptual and perceptual thinking and creative cognition. Studying the arts contributes to differentiated thinking, concept formation and imagination. As public schools are cutting funding for arts education, local communities are finding themselves responsible for providing the resources to fund school arts programs. Assets are found in the private sector, through parent organization fund raising, grants, community arts education advocate associations and museum outreach. This paper examines a community effort to support the arts in a local public school with the combined effort of a pilot outreach program and a parent run foundation. [More] Descriptors: Art Education, Visual Arts, Artists, Art Teachers
(2011). Ask, Don't Tell: Pedagogy for Media Literacy Education in the Next Decade, Journal of Media Literacy Education. NAMLE was founded (as the Alliance for a Media Literate America) 10 years ago with a mission "to expand and improve the practice of media literacy education in the United States." There have been many successes since then, and some disappointments. The expansion of media literacy education into schools has fallen into the latter category, with modest and growing numbers of teachers and library media specialists on board, but far short of the organization's vision of universal media literacy education in the U.S. There are varied and complex reasons for the slow embrace of media literacy education by U.S. schools. Some obvious explanations include overt political resistance, narrow focus on high stakes testing mandates, continuing lack of access to media technologies, and lack of professional development and preservice training. This essay explores a few of the less obvious reasons and discusses some areas for improvement in media literacy education, including the need for ML scholars and practitioners to reach out to educational institutions and to use inquiry-based pedagogical methods. [More] [More] Descriptors: Media Literacy, Educational Practices, Educational Development, Performance Factors
(2011). Success despite Socio-Economics: A Case Study of a High Achieving, High Poverty School, ProQuest LLC. Effective school leadership is becoming more difficult than ever with the challenges of increased accountability and high stakes testing that are components of federal No Child Left Behind (NCLB) legislation. These challenges are more pronounced in schools with high rates of poverty. This was a case study of a high performing, high poverty school that has consistently been one of the highest performing elementary schools in the state. The purpose of the study was to describe the leadership that exists at the school, the culture of the school, and programs that contribute to the school's success. The researcher conducted observations at the school site and interviews with school personnel. School personnel also completed the School Culture Survey regarding school culture and the Vanderbilt Assessment of Leadership in Education (VAL-ED) survey leadership. The study revealed school leadership that had high expectations for staff members and emphasized small group instruction, collaboration, and continuous improvement in instructional practices. The culture of the school was that of excellence, continuous improvement, school pride, and collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Small Group Instruction, School Culture, Federal Legislation, Teaching Methods
(2011). Evaluating the Bookmark Standard Setting Method: The Impact of Random Item Ordering, International Journal of Testing. Throughout the world, cut scores are an important aspect of a high-stakes testing program because they are a key operational component of the interpretation of test scores. One method for setting standards that is prevalent in educational testing programs–the Bookmark method–is intended to be a less cognitively complex alternative to methods such as the modified Angoff (1971) approach. In this study, we explored that assertion for a licensure examination program where two independent panels applied the Bookmark method to recommend a cut score on its Written Exam. One panel initially made their ratings using an ordered item booklet (OIB) in which items were randomly ordered with respect to empirically estimated difficulty followed by judgments on a correctly ordered OIB. A second panel applied the Bookmark process with only the correctly ordered OIB. Results revealed striking similarities among judgments, calling into question panelists' ability to appropriately engage in the Bookmark method. In addition, under the random-ordering condition, approximately one-third of the panelists placed their bookmarks in a manner inconsistent with the new item difficulties. Implications of these results for the Bookmark standard setting method are also discussed. [More] Descriptors: Standard Setting (Scoring), Cutting Scores, Educational Testing, Licensing Examinations (Professions)