Assessment & Accountability

Assessment & Accountability

TEP 128A

March 7, 2006

Assessment

Helps teachers, students and other stakeholders to gauge learning and to plan instruction

EVERY CHILD A READEREVERY CHILD BY NAME

ASSESSSTUDENTS INTERPRET ASSESSMENTRESULTS

PREPAREINSTRUCTIONTEACH

PROVIDEPRACTICE

Assessment• Formative: during a lesson (or within a

series of lessons)– Questions– Observations– Student work samples

• Summative: at the end of a lesson (or series of lessons)– Standardized, norm-referenced (e.g., CST)– Curriculum-embedded, criterion-referenced (e.g.,

end of unit tests)

• Diagnostic: main purpose is to determine student learning needs (e.g., initial CELDT)

CA mathematics standards

By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems.

http://www.cde.ca.gov/be/st/ss/mthgrade1.asp

How many characters

started out to see the world?

0 15

13 1

Student work samples

• Which strategies did children use to solve the problem?

• What does each child’s answer reveal about her/his understanding? About the understanding of the group as a whole?

• What other information would you want to gather in order to plan for future teaching?

EVERY CHILD A READEREVERY CHILD BY NAME

ASSESSSTUDENTS INTERPRET ASSESSMENTRESULTS

PREPAREINSTRUCTIONTEACH

PROVIDEPRACTICE

Accountability

• The use of assessment data and other measures (e.g., attendance, safety) by policymakers to determine how well schools are performing.

NCLB controversies

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The accountability movement

• 1983: A Nation At Risk– Choice– Competition– Standards

• What is the purpose of public education? What is the role of the federal government?



State accountability measures• California’s Student

Testing and Reporting Program (STAR) (1999)– California Standards

Tests (CSTs) match the content standards

– Academic Performance Index (API) measures growth

• CSTs• California High School

Exit Exam (CAHSEE)• CA Alternative

Performance Assessment (CAPA)



The Elementary & Secondary Education Act: No Child Left Behind (2001)

• Choice, Flexibility, Teaching practices that “work”, accounability– Adequate Yearly

Progress (AYP) • 100% of students

proficient by 2013• Targets for

subgroups of students to close achievement gap



Components of AYP

1) Achievement of the statewide Annual Measurable Objectives (AMOs) in both English language arts (ELA) and math

• “Percent proficient”

2) Achievement of a 95% participation rate on all applicable assessments

3) Achievement on the “additional” indicators• API for all schools, and• Graduation rate for high schools

Under Under No Child Left No Child Left BehindBehind::

If a school does not meet its academic growth target for two consecutive years: parents have the right to transfer their child to a successful public school, including a charter school and…

The school district must pay for transportation.

If a school has failed for three consecutive years, parents of disadvantaged students have the right to supplemental educational services at the expense of the school district.

If a school is designated by the state as dangerous or unsafe, parents have the right to request a transfer to a safer public school.

Highly Qualified Teachers & Paraprofessionals

No Child Left Behind (NCLB)

Improving Teacher Quality State Grants

“Our new education reforms

ask a lot of America's

teachers—and we owe them

something in return. We owe

them our respect. We owe them our

support”

-(Former)Secretary Rod Paige-

Improving Teacher Quality State Grants

"Good teachers... need to know—deeply—the subject they teach... You can't teach what

you don't know well."

-Sandra Feldman- President of the American Federation of Teachers

TEACHER QUALITYDoes It Really Matter?

Good teaching lasts a lifetime - and bad teaching limits dreams and opportunities. Compelling evidence confirms

what parents have always known: A teacher’s mastery of the academic content of what he or she teaches is critical to

engaging students and inspiring them to academic excellence.

For example, students in Tennessee with “highly qualified” teachers for three years in a row scored 50 percentage points higher on a test of math skills than those who had ineffective

teachers SOURCE: W.L. Sanders & J.C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: University of Tennessee, 1996); and H. Jordan, R. Mendro & D. Weerasinghe, Teacher Effects on Longitudinal Student Achievement (paper presented at the CREATE annual meeting, 1997).

Defining A Highly Qualified Teacher

1. A Highly Qualified Teacher holds a minimum of a bachelor’s degree

2. A Highly Qualified Teacher has obtained full state certification or licensure

3. A Highly Qualified Teacher has demonstrated subject area competence in each of the academic subjects in which the teacher teaches (e.g., CSET)

TEACHER QUALITYThe Inequity

13

27

0

10

20

30

Low Minority School High Minority School

Students in High Minority Schools More Likely to be Taught by Teachers Lacking Certification in

Their Field

Percent

Source: Richard M. Ingersoll, University of Georgia, Unpublished, 2000. From Schools and Staffing Survey 1993-94

HIGHLY QUALIFIED TEACHERSTimelines For Implementation

2002-2003:2002-2003: All teachers teaching core subjects in Title I schools hired after the first day of the 2002-2003 school year must be “highly qualified.”

2005-2006:2005-2006: All teachers teaching in core academic subjects, including Charter, VocEd and JROTC teachers, must be highly qualified by the end of the 2005-2006 school year.

Assessment & Accountability

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