Educational Psychology Third Edition Kelvin Seifert and Rosemary ...

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This book is licensed under a Creative Commons Attribution 3.0 License Michigan + + Minnesota + + Mississippi + Missouri Montana Nebraska Nevada + + + New Hampshire + + New Jersey + New Mexico + + + New York + + + North Carolina + North Dakota + + Ohio + + + Oklahoma + + Oregon + + Pennsylvania + Rhode Island + + South Carolina South Dakota + + Tennessee + + + Texas + + Utah + Sampling content When numerous standards have been developed it is impossible for tests to assess all of the standards every year, so the tests sample the content, i.e. measure some but not all the standards every year. Content standards cannot be reliably assessed with only one or two items so the decision to assess one content standard often requires not assessing another. This means if there are too many content standards a significant proportion of them are not measured each year. In this situation, teachers try to guess which content standards will be assessed that year and Style Guidelines 276 A Global Text
12. Standardized and other formal assessments align their teaching on those specific standards. Of course if these guesses are incorrect students will have studied content not on the test and not studied content that is on the test. Some argue that this is a very serious problem with current state testing and Popham (2004) an expert on testing even said: “What a muddleheaded way to run a testing program.” (p. 79) Adequate Yearly Progress (AYP) Under NCLB three levels of achievement, basic, proficient and advanced, must be specified for each grade level in each content area by each state. States were required to set a time table from 2002 that insured an increasing percentage of students would reach the proficient levels such that by 2013-14, soevery child is performing at or the proficient level. Schools and school districts who meet this timetable are said to meet adequate yearly progress (AYP). Because every child must reach proficiency by 2013-14 greater increases are required for those schools that had larger percentages of initially lower performing students. Exhibit 13 illustrates the progress needed in three hypothetical schools. School A, initially the lowest performing school, has to increase the number of students reaching proficiency by an average of 6 per cent each year, the increase is 3 per cent for School B, and the increase is only 1 per cent for School C. Also, the checkpoint targets in the timetables are determined by the lower performing schools. This is illustrated on the figure by the arrow—it is obvious that School A has to make significant improvements by 2007-8 but School C does not have to improve at all by 2007-8. This means that schools that are initially lower performing are much more likely to fail to make AYP during the initial implementation years of NCLB. Exhibit 12: Adequate Yearly Progress requires greater student improvement in schools with lower levels of initial proficiency 277
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Educational Psychology
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Preface Contents of the book Chapte
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1. The changing teaching profession
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3. Student development explicit, bu
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3. Student development 10 135 31.0
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3. Student development general—ab
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3. Student development several simp
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3. Student development The formal o
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3. Student development Almost as so
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3. Student development is important
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3. Student development sometimes be
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3. Student development believe, for
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3. Student development morally desi
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3. Student development rewarding ob
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3. Student development Formal opera
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3. Student development Petlichkoff,
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4. Student diversity Individual sty
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4. Student diversity completed in m
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4. Student diversity Without accomm
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4. Student diversity Social differe
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4. Student diversity Gender differe
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4. Student diversity are not that s
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4. Student diversity year of school
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4. Student diversity advantage: by
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4. Student diversity Francis, N. (2
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6. Student motivation As Barbara Fu
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6. Student motivation by being remo
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6. Student motivation teachers. Lin
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6. Student motivation Suppose, for
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6. Student motivation distractabili
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6. Student motivation are important
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6. Student motivation The result of
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6. Student motivation differently f
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6. Student motivation meet their ba
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6. Student motivation teachers woul
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6. Student motivation assign it a
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6. Student motivation activities (f
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6. Student motivation Deci, E., Koe
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6. Student motivation Wigfield, A.,
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7. Classroom management and the lea
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8. The nature of classroom communic
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Synthesis: putting parts of informa
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Page 227 and 228: Independent practice This book is l
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Page 241 and 242: Cultural and individual differences
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References This book is licensed un
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Appendix C: The reflective practiti
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