This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Margaret E. Bolick, Jane Fry, Charlie Chatterton, Stephen Triche, Darren Couillard, Karen Walker, Andrea S. Libresco, Bonnie Arcari, Tammy M. McGraw, and Kristine Chadwick.
(2006). Washington Readies for High School Exit Exam: State Already Enacted Various Alternatives to Passing Exams, Education Week. In this article, the author reports that sophomores who take the Washington Assessment of Student Learning this week will be the first who must pass the state exam to graduate. The long-awaited testing has caused anxiety across the state, as hopes that Washington will enter a new era of educational accountability are balanced by fears of turmoil if large number of 10th graders are unable to pass the tests. The students, members of the class of 2008, will get more chances to meet the requirement. State law allows up to five attempts on each test section: (1) reading; (2) writing; and (3) mathematics. Students can pass them separately. A science exam is being pilot-tested this year and will be added to the graduation requirement for the class of 2010. Washington is one of the 24 states that require high school students to pass an exit exam or end-of-course exams to graduate. "The states have had a lot of difficulty holding to these [high-stakes testing] policies," said Jack Jennings, the president of the Center on Education Policy, a public education research and advocacy group in Washington, D.C., that has studied graduation-exam requirements. [More] Descriptors: Exit Examinations, High Stakes Tests, High School Students, Testing
(2006). A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning, Jossey-Bass, An Imprint of Wiley. This book is a comprehensive guide that shows step-by-step how to effectively integrate assessment into the classroom. Written for both new and seasoned teachers, this important book offers a practical aid for developing assessment skills and strategies, building assessment literacy, and ultimately improving student learning. This book consists of a list of Figures, Tables, and Exhibits, followed by a Foreword (Ken O'Connor); Preface, Acknowledgments, About the Authors, and an Introduction. The book is then divided into the following twelve chapters and five parts. Chapter 1: Understanding the Varieties of Assessment. Part 1: Clarifying Learing Targets, contains the next two chapters: (2) Unpacking Standards and benchmarks; and (3) Defining Student Expectations. Part 2: Gathering Assessment Evidence, contains: (4) Understanding and Selecting Assessment Methods; (5) Written Products, Portfolio, and Project Assessments; (6) Designing Quality Classroom Assessment Tasks; and (7) Creating Useful Scoring Guides. Part 3: Making Sense of Assessment Data, consists of the following chapter: (8) Tracking and Analyzing Results. Part 4: Linking Assessment to Instruction, consists of: (9) Revising Feedback and Instructional Plans; and (10) Using Assessment to Motivate Students. Part 5: Related Assessment Factors, contains the final two chapters: (11) Rethinking Grading Practices; and (12) Challenges of High-Stakes Testing. This book ends with a Conclusion: An Appeal for Change. The following in appended: Reflection and Discussion Questions. References and an Index is included. [More] Descriptors: Student Attitudes, Scoring, Methods, Exhibits
(2006). Curriculum Mapping. Research Brief, Education Partnerships, Inc.. Getting through the choppy seas of curriculum reform and high stakes testing, as well as meeting predetermined standards and adequate yearly progress, is often difficult for a teacher, let alone a school or district, to ascertain what specific content should be taught and what is actually being taught. Teachers often do not know what has been taught in previous courses and have little opportunity to share that information with each other. In the 1970s and 1980s Dr. Fenwick English introduced curriculum mapping, where maps were designed by a third party. In the mid-1990s, Dr. Heidi Hayes Jacobs introduced methodology to help teachers directly navigate those murky waters of the process of curriculum mapping. At the heart of curriculum mapping is doing what is in the best interests of the students so that they are provided opportunities to meet the challenges of the world in which they will be living and working. It also allows for a changing curriculum, provides an overview of the curriculum for all stakeholders and encourages regular reflection on what is to be taught and what was taught. There are three key questions that educators should take into consideration when determining what curriculum should be taught and what is actually being taught. (1) "Who is doing what?; (2) How does our work align with our goals?; and (3) Are we operating efficiently and effectively?" Components of a successful curriculum mapping are included in this paper. [More] Descriptors: Educational Indicators, Stakeholders, Federal Programs, Curriculum Development
(2006). Student Risk Factors Identified by School Counselors and Student Achievement, Alberta Journal of Educational Research. The increasing emphasis in the United States on high-stakes testing for students and schools generates a great deal of quantitative data, but these data are less frequently linked to other data that are more difficult to obtain such as data on risk factors that may affect how students do on these tests. To make such comparisons, a group of counselors and counselor educators targeted a small urban school district to conduct a quantitative study of the relationship between grades, standard achievement test scores, and risk factors for K-12 students. Students in grades 4, 6, 8, and 9 were randomly selected and data were gathered from school counselors on relevant descriptive information and student risk factors. More than 50% of the students in this sample were affected by at least one risk factor. Students experiencing higher numbers of risk factors tended to have lower achievement test scores and lower grade point averages (GPAs) and were also likely to be male, Hispanic, or Black; to be receiving special education services; to have high rates of absent or tardy days; to have many suspensions or discipline reports; to have single, deceased, or stepparents; and/or to have free or reduced-price lunch status. This article discusses the research process, findings, and implications for educators, particularly in the light of other findings that the effects of some risk factors may be mitigated by the actions of school counselors. [More] Descriptors: Elementary Secondary Education, Urban Schools, Risk, School Counselors
(2004). Diversity in Consultation–"High Stakes Exams and Latino Students: Toward a Culturally Sensitive Education for Latino Children in the United States", Journal of Educational & Psychological Consultation. Latino children living in the United States are not faring well in an educational system that increasingly is turning to "high-stakes" exams to make important decisions in the lives of students. While some argue that these exams have the potential to equalize educational opportunity, we review information that challenges this view. In this article we cite the mismatch between Latino children's home and school settings as a primary factor diminishing their school performance. We also describe three distinct Latino cultural practices and values (respeto, familismo, and allocentrism) and contrast these with U.S. school practices and values. We then discuss some of the specific challenges posed by high stakes testing to the educational success of Latino students. Finally, we offer ideas for consulting psychologists to develop culturally sensitive educational strategies to address the academic needs of Latino children and the problems posed by the high stake movement. [More] Descriptors: Academic Achievement, Hispanic American Students, Culturally Relevant Education, Cultural Influences
(2006). Effects of Composition Mode and Self-Perceived Computer Skills on Essay Scores of Sixth Graders, Assessing Writing. This study was conducted to gather evidence regarding effects of the mode of writing (handwritten vs. word-processed) on compositional quality in a sample of sixth grade students. Questionnaire data and essay scores were gathered to examine the effect of composition mode on essay scores of students of differing computer skill levels. The study was replicated across two writing prompts; essays were assessed on six elements of writing on which a Writing Process Model theoretical framework predicted differences across modes. Statistically significant effects for mode and computer skills were found for some essay elements, although no statistically significant effects were found for others. These results were inconsistent across writing prompts. With the surge in high-stakes testing in American schools and with increasingly more importance being placed on writing skills in many areas, it is critical that test developers ensure that the composition mode of these tests is not putting certain students at a disadvantage. Accordingly, this article concludes with implications for writing instruction and assessment. [More] Descriptors: Computer Assisted Testing, High Stakes Tests, Writing Processes, Grade 6
(2006). Elementary Social Studies in 2005: Danger or Opportunity?–A Response to Jeff Passe, Social Studies. From the emphasis on lower-level test-prep materials to the disappearance of the subject altogether, elementary social studies is, in the best case scenario, being tested and, thus, taught with a heavy emphasis on recall; and, in the worst-case scenario, not being taught at all. In this article, the author responds to Jeff Passe's views on elementary social studies. According to the author, Passe's excellent summary of the challenges facing elementary social studies educators in the present high-stakes testing environment seems to indicate danger–perhaps even crisis–is in order. Her response to Passe's article focuses on invoking the optimistic paradox that the Chinese character for "danger" can also stand for opportunity, and note that in these rather dark times for elementary social studies educators, elementary social studies teachers still have much power to make positive change. She emphasizes that the type of test matters and test preparation does not have to intrinsically antiethical to critical thinking. She talks about ongoing staff development and support systems as well as reexamining interdisciplinary instruction. [More] Descriptors: Social Studies, Elementary Education, Interdisciplinary Approach, Elementary School Teachers
(2006). How to Prevent Children from Being Left Behind, Teaching Elementary Physical Education. This article discusses how school administrators and school boards are placed in a difficult position when federal government mandates do not reflect an understanding of the potential for quality physical education to assist in the development of healthy children. NCLB legislation focuses on improving competency in reading and math for all children; however, when school administrators and teachers examine the academic progress and development of children under their supervision, it is critical that they also evaluate the total well-being of their students, not just scores from high-stakes testing. In this article, the author states that the importance of having healthy children must be emphasized, and the potential positive role that physical education plays in this to provide an optimal educational experience of development must be reinforced. Furthermore, the authors discuss what physical educators can do in order for the policymakers and school administrators to recognize the importance of children's health and wellness in connection with academic performance. The authors conclude, that children will be left behind if physical education and health professionals do not advocate for the importance of their profession. Most importantly, children will be left behind if they do not receive proper instruction, feedback, and opportunities to become a physically educated person. [More] Descriptors: Health, High Stakes Tests, Federal Legislation, Educational Experience
(2006). Learning from Longitudinal Research in Criminology and the Health Sciences, Reading Research Quarterly. This article reviews longitudinal research within criminology and the health sciences on the relationship between reading and criminal, delinquent, or antisocial behavior. Longitudinal research in criminology, medicine, and psychology examines the role of reading within a broad set of interactive processes, connecting literacy to public health via its association with child and adolescent behavior, family dynamics, and sociocognitive phenomena such as school-bonding and academic frustration. The article provides a select review of longitudinal research in three areas of concentration: preschool; reading achievement; and antisocial, delinquent, or criminal behavior. Following this review, the article compares longitudinal research in criminology and the health sciences with ethnographic and social practice research within literacy studies. The article discusses the viability of "literacy practices" and "educational resilience" as theoretical frames that may help scholars integrate reading research across disciplines. The article closes with recommendations for expanding the breadth of topics engaged within reading research and for further research on high-stakes testing, resilience, and the relation of literacy to behavior and the bonds and attachments children form with their parents, teachers, and schools. [More] Descriptors: Longitudinal Studies, Criminology, Antisocial Behavior, Public Health
(2006). Pathways to Affective Accountability: Selecting, Locating, and Using Children's Books in Elementary School Classrooms, Reading Teacher. The current accountability movement has focused on academic achievement but has circumvented issues of motivation and authentic reading materials. Many educators have challenged this direction of the reading curriculum, particularly criticizing the narrowing of the curriculum, the continued focus of teaching to the tests, the overemphasis on narrowly defined "scientific" research, and the limited use of children's books in teaching and learning. Collaborative action research conducted by the authors and the faculty of an urban elementary school confirmed that teachers were pressured by high-stakes testing and were restricted by the lack of time–yet they continued to value children's literature. However, the teachers reported that they limited instruction to only those books that were in their classrooms, and were uncertain how and where to find additional appropriate books. Professional development in the selection, location, and use of children's literature reacquainted the teachers with the joy of children's literature and instructional implications. Based upon these findings, the authors present suggestions for classroom teachers within the context of affective accountability, a process that extends effective teaching to include motivation, enjoyment, accomplishment, and self-worth, and offers an instructional plan that honors all children's right to excellent reading instruction. [More] Descriptors: Teaching Methods, Teacher Role, Teacher Collaboration, Cooperative Planning
(2004). The Quest for Method: The Legacy of Peter Ramus, History of Education. Over the last 5 centuries, successive generations of educators have engaged in a reevaluation of curriculum and pedagogy in an effort to reveal the mechanisms that underlie the mysteries of the educational process. The current debate in the USA over the nature of pedagogical reform, particularly in terms of teacher accountability, high-stakes testing and the standardization of teacher education programmes, continues to adhere to this long tradition. This article describes the historical pedagogical practices generated by Renaissance humanists' reforms of scholastic education, ones transported across the Atlantic to the New World to become the standard forms of curriculum and pedagogy in the USA. This examination begins with a discussion on medieval scholasticism's search for more efficient procedures by which knowledge could be dispensed to students. This discussion leads to Ramus's pedagogical solution–the Ramist method. The conclusion briefly touches upon its appropriation and use by Calvinist educators and the colonial Puritans in general. [More] Descriptors: Teaching Methods, Educational Change, Educational History, Higher Education
(2006). The Practical Guide to Classroom Literacy Assessment, Corwin Press. Whether it is standardized test data, student journals, or informal classroom question and answer, assessments provide invaluable, ongoing diagnostic information for making key instructional decisions. In this engaging and comprehensive resource, the authors demonstrate practical ways for embedding test preparation into teaching by integrating assessments and instruction to boost learning. The authors provide testing content and procedures developed for inservice and preservice teachers, administrators, and coaches to help all students, including those who have previously failed. With rich classroom examples, dialogues, scenarios, checklists, and student work samples, this book illustrates multiple assessment formats with expert how-to and when-to guidelines for literacy, writing, listening, and speaking. In language that speaks straight to educators, this handy, indispensable guide discusses: (1) Real cases and conversations that demonstrate actual assessment strategies in classrooms; (2) Specific applications for math and science literacy; (3) Preparation and grading for high-stakes testing; (4) Practical help for portfolios; (5) Rubric construction tips; and (6) The importance of oral and written literacy. Using "The Practical Guide to Classroom Literacy Assessment," educators can measure students' abilities to navigate content and apply what they learn, and effectively support their academic success on standardized and formative assessments. Following an introduction, this book presents six chapters: (1) Assessments with a Focus on Learning: Purposes and Promises; (2) Writing Assessments; (3) Reading Assessment; (4) Oral and Visual Assessments; (5) Assessment Portfolios; and (6) Putting Assessment in Perspective. The book concludes with an index. [More] Descriptors: Portfolio Assessment, Testing, Standardized Tests, Student Journals
(2004). The Effects of a Consumer-Oriented Multimedia Game on the Reading Disorders of Children with ADHD, AEL. It is impossible to overstate the importance of effective interventions for addressing two highly prevalent and potentially devastating disorders affecting school-age children–dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD). Both have been found to increase children's risk for underachievement, school failure, delinquency, and dropping out. Furthermore, there is evidence that the disorders often coexist, though the nature of this overlap is still not fully understood. While more and more children with learning deficits are being educated in regular classrooms, many of those teachers lack sufficient training to help them succeed. Moreover, the pressures high-stakes testing and accountability place on schools make it imperative to identify interventions that address learning deficits and maximize academic achievement. [More] Descriptors: Attention Deficit Disorders, Hyperactivity, High Stakes Tests, Learning Disabilities
(2004). Linking Strategies and Interventions in Asian American Studies to K-12 Classrooms and Teacher Preparation, International Journal of Qualitative Studies in Education. This article documents a series of programmatic strategies developed within an Asian American Studies Program at one urban public university to impact positively the education of K-12 students and teachers–especially, but not exclusively, those who are Asian American. The article first presents four critical challenges facing practitioners in the Asian American Studies field who wish to intervene more actively within the domain of K-12 education. These include the complex demographic realities of Asian American populations; the exclusion of Asian American Studies content in the K-12 curriculum; the limited flow of Asian Americans into the field of education; and the confounding impact of high-stakes testing across all these areas. The article then describes six specific interventions by a university-based Asian American Studies program that have ecologically supported Asian American teacher education and professional development as well as K-12 curriculum development, parent/family training and high school youth development. [More] Descriptors: Program Effectiveness, Elementary Secondary Education, Curriculum Development, High Stakes Tests
(2004). Inquiry into the Influence of a Partnership on the Beliefs and Practice of Preservice Teachers, Teacher Education and Practice. This article examine a new partnership with a high-needs predominantly Hispanic American elementary school and their practice as teacher educators and researchers amid the reflections of the preservice teachers (PST) and their classroom teachings. The PSTs report becoming more confident in their teaching but are concerned with classroom management and teaching mathematics. During the semester, the PSTs become focused on knowing and understanding the individual child and addressing diversity/multicultural issues. The professional development school model supports development from a naive conception of teaching and learning to a more classroom-centered and realistic conception of teaching and learning. We question the mixed messages teacher educators (such as we are) give our students as they model lessons based on the referent used for our practice of constructivism, yet prepare them to teach in a high-stakes testing environment predicated on differing worldviews. [More] Descriptors: Mathematics Instruction, Hispanic Americans, Teacher Educators, Preservice Teachers