These are other factors involved with the effectiveness of a test: (hint only 6)
Appropriateness of test
Student's motivation level
[blank_start]Tests[blank_end] are selected, administered to the class, and scored with the results used to direct decisions on instruction, curriculum, or other educational factors.
[blank_start]Assessments[blank_end] are only part of the decision making process and use collective data to direct these decisions. These consider background information on the student as well as the answers.
Tests, because they have no preconceived or biased notions about test takers, can provide [blank_start]objective[blank_end] data that can be helpful in educational decision making and can minimize bias and [blank_start]subjectivity[blank_end] that may characterize decisions based on subjective data.
What are the requirements of NCLB? (5)
Adequate yearly progress
Common Core Standards
[blank_start]Common[blank_end]: Standards are the same across all states.
[blank_start]Core[blank_end]: Address core academic subjects only (math, science, English)
[blank_start]State[blank_end]: Developed and implemented at this level
[blank_start]Standards[blank_end]: Address these only; not a nationalized curriculum
[blank_start]High stakes testing[blank_end] came about because of [blank_start]NCLB[blank_end]. The latter did not necessarily dictate the requirement of the former.
High stakes testing
high stakes testing
With the HST model, the sources of data are the [blank_start]high stakes test[blank_end], the basis for decision for promotion/graduation are the [blank_start]high stakes test[blank_end], and the objectivity of the score is [blank_start]high[blank_end] because it's only based on the [blank_start]test[blank_end].
high stakes test
high stakes test
With the report card based model, the sources of data are [blank_start]multiple[blank_end] and can come from [blank_start]other teachers, attendance, etc.[blank_end]; the basis for promotion/graduation can be [blank_start]scores[blank_end] plus [blank_start]maturity, behaviour, etc[blank_end].; and objectivity of the decision is [blank_start]variable[blank_end] because [blank_start]these may be score based or weighted[blank_end].
other teachers, attendance, etc.
maturity, behaviour, etc
these may be score based or weighted
What is the purpose to have a benchmark test?
To see students at risk of failure of the HST
To test which students need the next level in RTI
To add more work for students, teachers, and administrators
To properly align with NCLB
The third tier of RTI is for all students to receive the same information. This may take the form of re-teaching, review, etc.
The second tier of RTI
Is comprised of a small percentage of the class
Is for students who need extra help beyond the standard
Has a plan over a number of weeks with data to track progress
Is for students purely not meeting the grade requirements
One of the advantages to RTI is the implementation as this allows for a unique perspective for schools.
Why does RTI depend so heavily on data?
Because accurate and objective scores are needed to test improvement
Because the system has just turned students into numbers, man
Because the data helps to make better decisions about the education of a student
Mississippi uses the [blank_start]problem solving model[blank_end] of RTI where each tier is individually tailored to meet the problems of a student.
problem solving model
A much better alternative to the Mississippi method, arguably, is the [blank_start]standard protocol treatment[blank_end] where each student struggling with a particular subject (or skill) receives the same instruction.
standard protocol treatment
An advantage to RTI is the possibility of detecting early if a student has a learning disability.