eric.ed.gov har udgivet: This validity study examined the validity of Assessment, Evaluation, and Programming System, 2nd Edition (AEPS®), a curriculum-based, authentic assessment for infants and young children. The primary purposes were to: a) examine whether the AEPS® is a concurrently valid tool for measuring young children’s language, literacy and pre-math skills for accountability purpose and b) explore teachers’ perceptions on using authentic assessment and standardized tests. This was accomplished through implementing both quantitative and qualitative methods. Findings from the study indicated (a) the AEPS® is a concurrently valid (b) there were both advantages and disadvantages of using authentic assessment such as the AEPS® and using standardized tests based on teachers’ perceptions, however, the practical issues of using the authentic measure can be addressed by providing in-depth trainings to teachers and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice. Link til… Continue Reading →
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eric.ed.gov har udgivet: Competency-based education has received growing attention in recent years as a way to address preK-12 learning goals. In competency-based education, students are promoted to the next course of study or grade level in each subject area after demonstrating mastery of identified learning targets aligned to standards. Westminster Public Schools in Colorado began the transition to a competency-based education system in 2009. In the Westminster Public Schools system, courses of study are organized according to performance level rather than according to traditional grade levels. Westminster Public Schools, a member of the Regional Educational Laboratory Central College and Career Readiness Research Alliance, asked for assistance in examining how long it takes students in the district to progress through their performance levels, especially students who are below their traditional grade… Continue Reading →
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eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… Continue Reading →
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eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student outcomes. The mCLASS: Math software (Ginsburg, Cannon, Eisenband, & Pappas, 2006) is comprised of screening/progress monitoring curriculum-based measures (CBMs) and Diagnostic Interviews to help teachers identify students’ skill levels. mCLASS: Math enables teachers to target instruction to each student’s needs and monitor each student’s progress toward mastery. Educators are expected to use the constantly updated diagnostic information to improve ongoing instruction and increase student achievement. Schools have found that the use of mCLASS: Math helps support curriculum, instruction, and assessment (Ginsburg et… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The “iLEAP Assessment Guide” provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The “iLEAP Assessment Guide” provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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