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Many of us find students benefit greatly when the school employs curriculum-based assessments to measure progress. Because by teaching, assessing knowledge, tracking progress, and personalizing to student needs, we can determine if students are accomplishing what they must to complete the work of learning. What is Measuring Up?
Recently Kris Nielsen , the Teacher Dropout I featured on my blog last month, wrote this to me on Facebook: A while back, I asked you if you saw any redeeming qualities about CCSS. We talked about the future, the upcoming tests by the Smarter Balanced Assessment Consortium (SBAC), and we even did some hands-on math demonstrations.
The district aligned curriculum, instruction and assessment to meet learning standards recently adopted by the state and modeled on the CommonCore state standards. Related: Can schools create gifted students? Here are five ways we are giving students the opportunities they need to excel: 1.
The repercussions of not learning to read are magnified for poor children: Research shows that low-income children who cannot read at grade level by third grade are six times more likely to become high school dropouts. “In Related: Can CommonCore reading tests ever be fair? Photo: Sarah Gonser for The Hechinger Report.
What does personalized learning mean to the perennial tug-of-war over content — in higher education’s “great books” debate over whether students should absorb the Western canon or study what they want, and, at the K-12 level, over the CommonCore? Is sameness the key to equal opportunity?
That evolution has sped up since 2001, when the state introduced a requirement that students pass a statewide assessment (known as the MCAS) to earn a high school diploma. Vocational high schools asked for an exemption from the new rule but the state held firm, forcing those campuses to “step up their academic game,” Driscoll said.
Conley, a University of Oregon education professor who has researched both CommonCore and college readiness, explains, “It’s not just that people don’t agree on what ‘ready’ means. You can fail. “Drop out.” ” Get “kicked out.” ” Be interviewed. But that’s too broad for policy, apparently.
Bits of student performance data are only just starting to trickle out of the pilot schools, so it’s too early to assess most of them quantitatively. Summit partnered with Stanford’s Center for Assessment, Learning, and Equity to develop the rubric for evaluating the cognitive skills in each grade. Photo: Chris Berdik.
In a standards-based grading curriculum, geography and literacy — the two skills necessary to absorb the content — would be assessed individually, thus offering each student a clear understanding of what they need to improve while providing their teacher with the feedback needed to facilitate that improvement. We call them ‘benchmarks’.”
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