1. Introduction
i. Investigating whether the test scores which are used in measuring the achievements of students are accurate.
ii. The use of standardization tests scores in the United States as a way of promoting students to the next level, evaluating the performance of the teachers and developing policies.
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iii. The tests indicate that the students who have low scores are weak in studies while those with high scores have academic excellent.
iv. Thesis statement-determining whether the approaches used in measuring the scores of the students are reliable enough.
2. Standard-based assessments
i. Title I-assessments have a large influence on educational practice. Educational institutions are required to use “appropriate objective measures of educational achievement” as a way of making sure that the programs can achieve their goals in reduction of the achievement gap between the students in the low-income and high-income regions. The standards-based evaluation is used in the determination of both eligibility and measure gains.
ii. Arguments against the test-the federal program in the schools received many criticisms indicating that the tests resulted in limited improvement in the performance of the students as demonstrated by limitation on the improvement of the performance of the students.
iii. Findings
a. Alignment-the alignment between the tests and the standards as guided by Title 1, where the tests given to the students match with the learning goals.
b. Inference validity- ensuring that the tests ate able to report the progress of the student after the assessment by eliminating aggregated and random errors as much as possible.
c. The sensitivity of the instruction-ensuring that the tests are sensitive to the instructions and the changing practices in teaching.
d. Multiple purposes-the tests should be used for various activities such as informing the policymakers about the condition of education.
iv. Recommendations
a. Frequent assessment tests to monitor students
b. Assessment should involve both curriculum and co-curriculum activities.
c. Standards should be made sensitive to instructions
d. Various measures of assessment to promote competency
v. Criteria to use when developing evaluations
a. Transparency with the parents, teachers, students, and general public
b. Coherence-following certain measures which are effective
c. Validity-ensuring the standards acknowledge the changes in teaching practice.
d. Fairness- ensuring that the standards are appropriate for all type of students.
3. Young children assessment
i. Title I requirements for early childhood educators.
ii. Findings
a. Improving the way instructions are provided to the students
b. Identifying the special needs of young children
c. Evaluating programs
iii. Recommendations
a. Monitoring the students should be based on their grades, in pre-school and first three grades.
b. Accountability of the school is expected in promoting mathematical performance and high reading levels for primary grade students.
iv. Criteria for assessment
a. Appropriateness of the evaluation to meet the specific developmental needs of young children.
b. Coherence ensures that evaluation of the young children is related to the performance of the older students.
4. Evaluations of the students with a disability
I. Title I statute; including of all students in the evaluations and accountability methods with the sole requirement of “all students” the law is referencing specifics of the students with disabilities.
II. Requirements of the law; there are requirements by states to provide specifics of participation of all students in regards to the grades being that are to be evaluated. The law is interested in seeing that the specific students are included in the particular evaluation program. States are required to give alternative options for assessments regarding the children that cannot be able to participate in the district and overall wide assessments and there should be the reports regarding the number of students participating.
III. Findings, the number of students that have disabilities is very varied. However, overall there is an identification of about ten percent of a given school population doc have disabilities. The disabilities do vary in mild and severity; they can include but not limited to sensory, cognitive and behavioral impairments.
IV. Recommendations, there should be administrations of evaluations frequently in the aim of monitoring the progress of the specific students that have disabilities and also adapting the instructions for improving performance. The states and districts are supposed to come up with clear guidelines based on accommodations which approve students that have disabilities to participate in the evaluations which are done for accountability and purposes.
The states are supposed to make descriptions of the methods they employ in screening students for accommodations, and it is mandatory to report the frequency associated with the same practices.
V. Criteria; the evaluation of students are supposed to follow the same manner that is used for evaluations in general, that was earlier discussed in the paper. Additionally, the assessments are supposed to meet some additional criteria's based on the unique problems attached to the testing of children that have disabilities. There are recommendations with the committee for the development of the evaluation systems for the students that have disabilities. The criteria are such as inclusion, Appropriateness, documentation.
Inclusion; the evaluations are supposed to give a means of inclusivity of all the students; the optional evaluations should be employed in an occasion where students are cognitively impaired whereby their curriculum is based on qualitative diversity compared to that of students in the regular education program.
Appropriateness; the accommodations that will be provided by the districts and states are supposed to meet the needs of students.
Documentation, there should be developed documentation policies in regards to the basis of giving accommodations.
5. Evaluation of the English language learners
I. Title I gives details of the provision that is there for students with disability in regards to conventional practice for the English language learners. There should be inclusive of the English language learners in the evaluations.
II. Findings; similar to students with disabilities, there is a huge population of students where the English language is not their dominant language is very diverse. The depart of Education in the United States gives statistics that there are 3.2 million individuals who are limited to English proficiency in the year 1998.
III. Recommendations; there should be the administration of evaluations frequently that includes evaluations in English-language proficiency for the unique purpose of observing the progress of the English language learners.
IV. Criteria; The evaluations for the English-language learners are supposed to follow the same criteria that are employed in evaluations in general that were mentioned above.
6. Reporting evaluation reports
I. reporting the evaluation results; is one of the essential features when testing and evaluating.
II. Findings; reporting evaluations for the tests in regards to the standards which is based on the decisions rules in a specific judgmental course whereby professional and lay individuals make decisions regarding the issue students in various levels of achievement should know and able to know.
III. Recommendations, evaluation reports are supposed to be reported to show the status of the student's performance in regards to standards.
7. Conclusion
i. Restating the main arguments about the importance of conducting assessments and ensuring that they have to improve the achievement of the students.
ii. Restating thesis statement and how it will be established throughout the paper.
iii. Concluding remarks on how assessment should be done at different levels and for children with different needs.
References
Albus, D. A., Liu, K. K., Lazarus, S. S., & Thurlow, M. L. (2018). 2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities. NCEO Report 407. National Center on Educational Outcomes.
Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of school psychology, 68, 154-162.
Della-Piana, G. M., Gardner, M. K., & Mayne, Z. M. (2018). Toward a Dialogue: Following Professional Standards on Education Achievement Testing. Journal of Research Practice, 14(2), M2.
Lund, J. L., & Kirk, M. F. (2019). Performance-based assessment for middle and high school physical education. Human Kinetics Publishers.
Lund, J. L., & Veal, M. L. (2018). Assessment-driven instruction in physical education: A standards-based approach to promoting and documenting learning. Human Kinetics.
Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.
