The most obvious limit to this type of assessment is its susceptibility to inadequately reflect the curriculum. This is particularly true with state mandated criterion-referenced tests. State-level test makers are far removed from classrooms; they do not witness the goings-on of individual schools and classrooms. Due to this distance, state-created criterion-referenced tests may assess knowledge and skills that may not have been taught. They certainly do not allow for local needs, interests, and abilities. Another serious limitation to criterion-referenced tests is their tendency to inadequately evaluate students' abilities. These assessment tools may not provide a holistic and complete illustration of students' knowledge and skills. This, by nature, reduces the purpose and effectiveness of assessment. As pointed out, criterion-referenced tests contain...
However, its flaws, if serious enough, may outweigh the potential benefits. For this reason, it seems prudent to incorporate other sound forms of assessment so as to complement criterion-referenced tests. The result will most likely be a well-rounded set of assessment tools that best captures learners' strengths and weaknesses.
Educational Assessment Methods and Standards Participants Scoring Key Letter to Principal Principal's Questionnaire Teacher's Questionnaire Raw Data It is widely known that testing and assessment have become critical components and indicators for success in today's educational system. This process is widely considered as a feasible means to improve student success and achievement as well as educational outcomes and future potential in educational pursuits and the workforce for millions of students with widely varying levels of skill and
Counter Point Point: "Assessments are a powerful tool that can be constructed and used by teachers to improve student learning" (Holler et al., 2008). Counterpoint: "Teacher-made tests may neither provide an accurate source of information about student mastery of the content nor properly prepare students for high-stakes tests" (Holler et al., 2008). In assessing the aforementioned statements it appears both are flawed to some degree. Each suggests valid points but neither capture
Educational Leadership in Latino Students Flow of Information: Introduction/Preliminary Lit Analysis Status of Performance of Latino Students Why Study Latinos? Why the Latino Performance is Low? How to change the situation? Los Angeles Specific Data/Information Increase & Improve Teacher/School Parent Communication Train the teachers - Development Improve Substitute Teaching Set High Expectations Latino Experience in Princeton Tracking of Students' Performance - Is it Right? Latino Para-Educator Vs Latino Student How do teacher expectations affect student outcomes? This study was intended to investigate whether teacher expectation of
Alternative Assessment Advantages and Disadvantages of Alternative Assessments Spinelli (101) explains that the United States is the most linguistically diverse nation in the world, with over 400 hundred languages spoken. The English language learner is the fastest growing student population, and is expected to make up 25% of students by 2025. Additionally, accountability requirements of the No Child Left Behind legislation have brought the assessment of English language learners to the forefront
3). This approach appears to be similar to "management by walking around" in the business world, but it appears to provide some profound results in educational settings. The principal in question was able to begin helping teachers identify activities and assessments that were more challenging and provided more substantive feedback for faculty concerning student performance, and there was the added bonus of additional opportunities for this educational leader to work
Educational Evaluation and Policy Analysis, 15(1), 51-64. Beaudin, B.Q. (1995). Former teachers who return to public schools: Characteristics of those who return to the classroom. Educational Evaluation & Policy Analysis, 17(1): 462-475. Guarino, C., SantibaNez, L., Daley, G., & Brewer, D. (2004) a review of the research material on teacher recruitment and retention, Santa Monica, CA: Rand Publishers Nakai, D. & Turley, S. (2003). Going the alternate route: Perceptions from non-credentialed teachers. Education,
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