Foundations of American Education:: Becoming Effective Teachers in Challenging Times Seventeenth Edition

Foundations of American Education:
Becoming Effective Teachers in Challenging Times
Seventeenth Edition
Chapter 11
Standards,
Assessment,
Accountability
Prepared by
D. Antonio Cantù
Bradley University
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Education Standards
Standards
− Description of the expected output from some sort of
endeavor
High-stakes Tests
− Tests that have major consequences or implications
Standards-based education
− The use of explicit outcomes of what students should
know and be able to do, which are outlined in standards,
to develop instruction and assessments
Education Standards:
Conceptions of Standards for
Student Learning
 Diverse conceptions of standards stem from differing
expectations (business leaders, policy makers, parents)
 Common Core Standards (CCS): controversial initiative to develop

one set of standards (that are learning centered and not teaching
centered) around which there would be widespread consensus
 Other Standards
• World Class Standards
• Real World Standards
• Opportunity to Learn Standards
• Content Standards
• 21st Century Knowledge and Skills Framework
Federal Role in Standards: A
Historical Review
• Meeting of Governors, Charlottesville, Virginia (1989)
• Goals 2000: Educate America Act (1994)
• NCLB, reauthorization of the ESEA (2001)
• NCLB requires establishing standards,
• All students expected to meet proficiency, AYP
• Schools receive ranking including, needing improvement
• Schools required to test students annually
The Future of Standards-Based
Education
 Standards are now driving what teachers teach
 Many questions influence the future of standards

• How will school organizations change due to the standards
movement?
• Will the graduation requirements change?
• Will the power relationships change?
 One important outcome of the standards movement is the heavy

interest in use of data.
 Following the development of standards, teachers need to pay

attention to the ways of assessing student learning and using the
information to design and adjust instruction.
Assessing Student Learning
• Assessment: gathering information, interpreting
information, providing feedback
• Assessments design to help students learn
• Formative: determine what students learn, plan next steps
• Summative: make final judgments about standards
• Assessment of learning VS assessment for learning
Assessing Student Learning:
Types of Assessment Measures
 Diagnostic Measures: used to determine at what level a
student is functioning
 Norm-Referenced Measures: used to demonstrate who is
best in some area
 Criterion-Referenced Measures: compares a student’s
performance with a specific type of accomplishment
 Capstone Assessments: summative assessment
Performance Measurement
• Authentic performance: promotes student understanding
in real-world settings
• Authentic assessments
• Rubrics
• Basing assessments in the work of a discipline
Professional Aspects of Good
Assessments
• Principles for high quality assessments
• Accommodations
• Fairness
• Reliability and validity
Principles for High-Quality
Assessments
Principles for High-Quality Assessments
• Base Assessment on learning standards
• Represent performances of understanding authentically
• Embed assessments in curriculum and instruction
• Provide multiple forms of evidence about student learning
• Evaluate standards without unnecessary standardization
• Involve local educators in designing and scoring assessments
Accommodations
 Allow access to the test content without changing the
accuracy of the test
 Determine accommodation based on:

• Student’s disability
• Age
• Nature of the assessment
• Skill or subject being taught
Fairness
• Standardized test ignore lived experiences of students
• Often bias low-income students
• Validity: whether item measures what it is intended to

measure, i.e., objective
• Reliability: consistency of information about student

learning
Assessing the Performance of
Teachers
 Assessing teacher performance
– For example, Performance Assessment for California
Teachers (PACT), Teacher Work Sample (TWS)
 Sources and uses of data for accountability
• Growth model
• Value-added model
• Multiple measures
 Are we moving toward a national curriculum?
Using Technology to Track
Student Learning
• Technology allows for tracking student assessments and making
decisions on future lessons
• Assessment and data-management companies/organizations

include:
– NWEA
– PLATO Learning
– Tungsten Learning
• Value-added model compares growth, account for characteristics

such as poverty
• Growth model relies on multiple measures of performance
International Comparisons
• Trends in International Mathematics and Science Study
(TIMSS)
• Program in International Student Assessment (PISA)
• Progress in International Reading Study (PIRLS)
Testing Challenges
• High-stakes testing
• Teaching to the test
• Increased teacher burden
• Equity within accountability
• One-size-fits-all
• Pressures to cheat

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Foundations of American Education:

Becoming Effective Teachers in Challenging Times

 Common Core Standards (CCS): controversial initiative to develop

 Many questions influence the future of standards

 One important outcome of the standards movement is the heavy

 Following the development of standards, teachers need to pay

• Basing assessments in the work of a discipline

 Determine accommodation based on:

• Often bias low-income students

• Validity: whether item measures what it is intended to

• Reliability: consistency of information about student

 Sources and uses of data for accountability

 Are we moving toward a national curriculum?

• Assessment and data-management companies/organizations

• Value-added model compares growth, account for characteristics

• Growth model relies on multiple measures of performance

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