¶ … Responsibly," by Richard J. Shavel and Leta Huang, I find that I very much agree with the theme of this article. The primary point that the authors are conveying is that testing has become not so much about reflecting an accurate picture of what students are learning and retaining, but more about the test itself -- testing for testing's sake. As the authors put it, "From high-stakes testing in K-12 education...we know full well that what you test is what you get because teachers will teach to the test." (p. 11) The problem, as the authors see it, is that everyone has lost sight of what the goals and objectives of testing are -- or should be. Teachers will absolutely teach to a test because it is in results that funding lies.
The authors of this article propose a rather ingenious solution. The framework they offer would have schools look at testing objectives much as a for-profit business looks at its business objectives, with outcomes that are "focused and readily measurable." (p. 12) This framework begins, and rightly so, with arguing that all schools (the focus of this framework is primarily concerned with higher education) are different in their student and faculty makeup, curriculum, teaching methods, student-to-faculty ratios, and so on. What I found particularly interesting about the framework the authors propose is that they include measuring what they call "personal and social outcomes" (p. 12) in addition to traditional testing areas, such as learning skills and the application of knowledge. Their framework would also measure such things as empathy, compassion, integrity, and social responsibility.
Yes, it is important that students be tested on how well they are retaining knowledge and applying it to various situations, but it is also important that students learn social awareness and responsibility. Too often, school testing is focused on a tiny microcosm when the purpose of school, particularly higher education, is to prepare students to become full-fledged, producing members of society. The framework that the authors propose goes a long way towards ensuring that this is achieved in our schools.
E. In instances where the students have already demonstrated a diversity of learning styles (DeCastro-Ambrosetti & Cho, 2005). The use of authentic assessments includes greater student directive-ness and increased empowerment and self-guidance and -reliance in the learning process. Self-assessment is seen by many to be the culmination of the individualization of learning assessment, but when this occurs solely for the purposes of accountability, learning is far from guaranteed (Gaytan & McEwen,
Accountability Student Learning Accountability Plan K-12 Learning Staff Responsibility for Enhancing Student Learning In a K-12 educational setting, staff are tasked with the responsibility of enhancing student learning to the best of their ability. There are many factors that impact student learning, including curriculum, student evaluation, teacher training and classroom environment (Webb & Norton, 2002). Each of these factors is a measurable component of the K-12 learning environment. It is important when assessing the
LEARNING OBJECTIVES Begin learning objectives guide practicum hours, activities undertake achieve objectives. One of the most essential learning objectives that will guide the completion of my practicum hours is to "Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches" (American Association, 2006, p. 16). The parameters that I will be assessing will relate specifically to the area of treatment that
It should also be designed in a manner that allows teachers and administrators to fulfill their goals with regard to student learning (Webb & Norton, 2002). Though curriculum is often considered the primary component of an accountability program, for it to be successful it must be considered in conjunction with all the other factors described in this accountability program. Evaluation Method curriculum and mission is only as good as the outcome
Principals should also create a climate where teachers are encouraged to give their input. Teachers can then use their knowledge to design and develop curriculum that fits with the school's environment, staffing, and student population, and educational standards. The new curriculum standards require teachers to make changes in what and how they teach and in their roles (Goertz, 2000). Increasingly, teachers manage classrooms where students regularly explore interesting problems using relevant
Learning Theory and Its Implications for the Theory and Practice of Instructional Design Paradigm Shift in Instructional Learning Theory PARADIGM SHIFT IN INSTRUCTIONAL LEARNING Because of the global changes transforming every aspect of life there is a need to transform traditional instruction into learner-centered instruction. This requires a re-thinking of the roles played by the teacher and the students in the learning process which involves a major change in one's basic assumption
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now