This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gregory Ethan Stone, Julie Gorlewski, Christian D. Schunn, Michelle Stallone Brown, Michelle R. Ellefson, Lunetta M. Williams, Okhee Lee, Birdy Reynolds, Cory Buxton, and Christine M. Fox.
(2008). Testing Like You Teach: The Challenge of Constructing Local, Ecologically Valid Tests, English Teaching: Practice and Critique. In an educational context, local, ecologically valid tests can reflect the use of literacy and thinking tools. These tests present a challenge to central, content-focused, high-stakes testing, and to transmission approaches to teaching. They require teachers to accept knowledge as a verb, and to design assessment protocols that reflect co-constructive ways of teaching. This article reports the outcome of praxis action research with middle and secondary school teachers who incorporated topic-appropriate literacy and thinking tools into their teaching. They also redesigned their local tests linked to high-stakes test protocols to reflect the use of these tools. A thematic analysis of observations and interviews suggests that this process impacted on the structural characteristics (mores) of the schools, and posed affective, cognitive and pedagogical challenges to teachers. [More] Descriptors: English Instruction, Psychometrics, Test Construction, Educational Assessment
(2012). How Do Other Countries Evaluate Teachers?, Phi Delta Kappan. Given the primary role of teachers in affecting student achievement, U.S. policy makers and reformers have increasingly focused on monitoring and evaluating teacher effectiveness by emphasizing the links to student learning outcomes. Large-scale international assessments are frequently used as base examples to justify reform. But, relatively little is known about what other countries actually do. The authors wonder: How do other countries evaluate teachers? They have set out on a broad research effort, looking at whether top-performing countries use educational practices and reform initiatives in vogue in the U.S. They have compared Finland, Korea, Japan, Ontario in Canada, and Singapore, exploring in each system the role of high-stakes testing, policies used to motivate schools and teachers to improve student learning, and the organization of accountability for learning. They use Ontario because Canadian education policy is substantially decentralized to the provinces. In each area, they looked at the role of teachers and systems of teacher evaluation. Perhaps not surprisingly, they have learned: (1) Teacher evaluation is used for both accountability and instructional improvement in most school systems; however, teacher evaluation systems are organized differently depending on the model of accountability; (2) There is a growing trend to use student test results and metrics to inform accountability for schools, principals, and teachers, instructional improvement in classrooms and schools, and reform at the system level; and (3) In particular, standardized testing of students, a primary and growing component of teacher evaluation in the U.S., is generally administered and used differently in other countries. How is teacher evaluation linked with accountability and instructional improvement? Looking across systems, the authors see four primary approaches to accountability: professional, organizational, market, and parental/community. In this article, the authors discuss each approach that has strong implications for teacher evaluation and its use in instructional improvement. [More] Descriptors: Academic Achievement, High Stakes Tests, Teacher Effectiveness, Accountability
(2008). Objective Standard Setting for Judge-Mediated Examinations, International Journal of Testing. Judge-mediated examinations are defined as those for which expert evaluation (using rubrics) is required to determine correctness, completeness, and reasonability of test-taker responses. The use of multifaceted Rasch modeling has led to improvements in the reliability of scoring such examinations. The establishment of criterion-referenced standards for these assessments has, however, remained a labor-intensive practice. This article explores a method for incorporating the establishment of minimal competency within the measurement model itself. Two high-stakes testing boards participated in a controlled experiment comparing a multifaceted Rasch modeled approach to a traditional modified borderline approach often used for standard setting in judge-mediated situations. Criterion points from each were compared to assess differences and support validity. Results of the experiment suggest that modeling standard setting as part of the performance evaluation is an effective and efficient way to define minimal competence. [More] Descriptors: Interrater Reliability, High Stakes Tests, Standard Setting, Minimum Competencies
(2008). Challenges of the Public School Superintendency: Differences by Tenure and District Location, Florida Journal of Educational Administration & Policy. In this study, the researchers examined current challenges faced by 46 public school superintendents in South Texas. Challenges faced by these superintendents which were investigated in this study were: political obstacles/governance; high stakes testing; curriculum and instruction; funding; student socioeconomic status; student demographics; personnel ethics; a lack of highly-qualified teachers and paraprofessionals; a lack of educational diversity; and, student discipline. Through a survey completed by 46 public school superintendents in South Texas, statistically significant relationships were found between superintendent tenure and concerns about these challenges. Statistically significant differences were present in superintendents' views about these challenges as a function of school district location. Implications of these findings are discussed. [More] Descriptors: Discipline, Tenure, Superintendents, Geographic Location
(2008). Social Studies: Is It History?, District Administration. It is year six of the No Child Left Behind (NCLB) law, and, according to this author, social studies has suffered greatly. In spite of the public outcry over the law's testing mandates and limited federal funding, some educators believe most of the public does not know about core academic subjects being squeezed out of the K-12 public school curriculum. Given that social studies education is not tied to high-stakes testing, instructional time for it has taken a significant hit, particularly at the elementary grades, since the implementation of NCLB. This has educators deeply concerned about their ability to prepare children to become active citizens and about the long-term viability of the nation's democracy. This article reports that districts, especially in poor areas, struggle to give adequate social studies lessons while meeting NCLB requirements. [More] Descriptors: Elementary Secondary Education, Federal Legislation, Democracy, Testing
(2008). Research for the Classroom, English Journal. Current research upholds the significance of formative assessments in the classroom. Formative assessments are relevant to theory and practice; they offer positive possibilities with respect to both policy and pedagogy. At the policy level, formative assessments offer a means to minimize the negative effects of highstakes testing. The culture of high-stakes testing, epitomized by the federal No Child Left Behind (NCLB) legislation, threatens to deprofessionalize teachers and alienate students. High-stakes tests can cause feelings of powerlessness in teachers and hopelessness in students. In this article, the author discusses two recently published texts which assert that formative assessments provide a way for teachers to use testing data without allowing standardized assessments to dominate curriculum and pedagogy. [More] Descriptors: Federal Legislation, Testing, High Stakes Tests, Standardized Tests
(2008). Classroom Learning Environment, Brain Research and the "No Child Left Behind" Initiative: 6 Years Later, Early Childhood Education Journal. Six years have gone by since the passing of "No Child Left Behind" (2002) and due to the "high-stake" riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the "No Child Left Behind" act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing. [More] Descriptors: Constructivism (Learning), Federal Legislation, High Stakes Tests, Young Children
(2008). Why Should I Be a Teacher?, Journal of Teacher Education. Though teaching yet has its advocates, more and more teachers are leaving the profession after only a few years in the school setting. The satisfactions of this impossibly complex and difficult profession are less and less obvious in this era of accountability and high stakes testing. Indeed, I suggest that the satisfactions often ascribed to the teaching profession are ever doubtful, and in the article I look for an alternative to the current propaganda concerning the satisfactions to be expected by teachers in their work, and suggest that to teach is to take an ethical stance in the world. This ethical stance is, finally, the only and the best satisfaction available to the teacher. [More] Descriptors: Teaching (Occupation), Faculty Mobility, Job Satisfaction, Teacher Role
(2008). The Art and Science of Gyotaku: There's Somethin' Fishy Goin' on Here, Science Activities: Classroom Projects and Curriculum Ideas. Because of the emphasis on high-stakes testing, art has often become a neglected subject. Research indicates that the teaching and integration of art increases academic performance and promotes engagement in other disciplines. Science provides stimulating potential for learning content, practicing observational skills, and expanding students' creativity. Through Gyotaku–(an ancient Japanese practice of fish printing)–students can learn about biology, fish anatomy and habitats, and elements of art. This article provides teachers with ideas for the integration of art with science in a meaningful and fun way. The authors have facilitated this activity in classrooms from kindergarten to college. The levels of supervision, assistance, and depth of content vary with the age of the learner. [More] Descriptors: Animals, Art Education, Anatomy, Science Instruction
(2008). Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities, Elementary School Journal. We address issues of science curriculum for nonmainstream students–students of color, students learning English as a new language, and students from low-income families–who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy. [More] Descriptors: Curriculum Development, Urban Schools, Research and Development, Curriculum Design
(2008). Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit, Journal of Science Education and Technology. Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate engineering design into K-12 classrooms. We argue that design-based learning, the combination of scientific inquiry and engineering design, is an approach that can be used to meet both K-12 educators' and engineering advocates' goals. This paper describes an 8-week high school curriculum unit, the "Heating/Cooling System," in which engineering design is used to teach students central and difficult chemistry concepts such as atomic interactions, reactions, and energy changes in reactions. The goals of the paper are to (1) describe this successful design-based unit, (2) provide guidelines for incorporating design-based learning into other science topics, and (3) provide some evidence of its value for teaching difficult chemistry concepts and increasing interest in engineering careers. [More] Descriptors: Design, Chemistry, Heat, Engineering
(2008). Motivation: Going beyond Testing to a Lifetime of Reading, Childhood Education. Motivating children to read on their own has been less of a priority than improving reading achievement in recent years, but many teachers are still asking, "How do I get my students to want to read?" The omission of motivation as a major component of reading instruction by the National Reading Panel (2000) was interpreted by many schools as a lack of endorsement of its importance. Moreover, promoting independent reading has become secondary to activities more directly aligned with high-stakes testing performance, such as matching children's reading levels with appropriate reading material, practicing fluency, and guided reading. If intrinsically motivated to read on their own, children will sustain interest in reading and improve their reading abilities. Some research suggests if children do not read on their own, they may lose some reading abilities gained through reading instruction. This article provides readers with eight principles of intrinsic motivation, and equips administrators and teachers with tools to motivate children to read independently. [More] Descriptors: Reading Materials, Independent Reading, Reading Achievement, Testing
(2008). Leadership in the Eye of the Storm: Challenges at the Intersection of Urban Schools and Cultural Collusion, Multicultural Learning and Teaching. The practical reality for far too many urban schools is one that reflects the despair, dire socioeconomic situations, and a complex cultural ethos of numerous neighborhoods and countless youth. Thus, a more rigorous analysis and critical appreciation of youth is necessary because their issues are complex, multifaceted, and delve deeper than what we might see on television or hear in trite superficial conversation. This context creates quite a daunting situation for educational leadership in urban schools. This article has three purposes: (1) to provide insight into urban youth culture, specifically examining Black popular culture; (2) to propose a framework for analysis of youth culture (i.e., cultural collusion); and (3) to present considerations and implications for educational leaders in an era of high-stakes testing, accountability, and No Child Left Behind. [More] Descriptors: Urban Schools, Instructional Leadership, Urban Youth, Popular Culture
(2008). Merging Civic and Literacy Skills, Social Studies. In many schools today, all or a significant portion of the allocated social studies period is being creatively transformed to provide additional preparation time for state-mandated reading and writing high-stakes testing. Many educators and parents understand the need for improved literacy instruction; however, they are concerned about the civic void that could result from the shortened or deleted time segment for social studies content instruction. In this article, the authors identify methods for merging social studies content with activities intended to strengthen students' reading and writing skills. The literacy strategies suggested should engage learners to improve their comprehension skills through determining, applying, and synthesizing meaning, and they should empower them with the ability to organize and articulate newly learned information to others. With the merging of civics and literacy skills, learners will demonstrate comprehension of critical social studies content and improve their reading and writing skills simultaneously. [More] Descriptors: Civics, High Stakes Tests, Writing Skills, Literacy
(2012). Comparability of Computer Delivered versus Traditional Paper and Pencil Testing, ProQuest LLC. There are many advantages supporting the use of computers as an alternate mode of delivery for high stakes testing: cost savings, increased test security, flexibility in test administrations, innovations in items, and reduced scoring time. The purpose of this study was to determine if the use of computers as the mode of delivery had any significant effect on student performance. In addition to looking for an overall test mode effect, the test mode effect was measured within sub-populations i.e., gender, race, students receiving special education services, students receiving free or reduced priced meals, and students with limited English proficiency. This was accomplished by comparing the tests scores of students on a grade five and grade eight high stakes state science test. The study utilized a quantitative, single-variable comparability design. Because the assignment of the mode of delivery was not random, a quasi-experimental approach was taken utilizing a matched sampling technique. Analysis of variance using the state reading test as a covariant, as well as t-test for independent samples indicated a lack of significant difference in test scores between administration mode with the exception of grade eight males and grade eight students receiving free or reduced priced meals. In both cases, the differences slightly favored the use of computers. Considering the advantages of the use of the computers within the assessment process, this study found nothing preventing its continued usage. [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: Computer Assisted Testing, Evaluation Methods, Educational Technology, Scores