changing. Educational leaders are responsible for ensuring educational practices support the current trends to ensure students are prepared for today’s world demands. The implementation of change results in a swing of the educational pendulum. The swing of the pendulum is unavoidable due to the changing demands of society. The focus must be placed on establishing an effective plan in preparation for the changes without compromising the standards of the teaching profession. The Educational Pendulum
Why the change? The introduction of the national curriculum in England is considered to have made a lasting impact on pupils’ achievement (DfE 2012). The introduction of the national curriculum has set higher overall expectations of young people (Barber 2002; Hopkins 2001; Tabberer 1994), have reduced inappropriate repetition of content (Chitty 2004; Evangelou et al 2008), and particularly in science, it has ensured a more balanced coverage of content in the primary phase (Harlen 2008). Policy makers
In today’s day and age, the public school system has made it more and more rigorous to pass and graduate. One of the steps that students are now required to take is that they are now required to take a standardized based assessment. In many educational systems, if students do not pass this test they would not be allowed to pass to the next grade or even graduate in some cases. Not only does this test have severe negative consequences for them if they do not pass, but they also have negative consequences
The issue of educational placements for students with disabilities has been an ongoing issue of debate brought to attention in 1975 by the passage of the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Act (IDEA). This act required that procedures be enacted that would protect the rights of disabled children and assure that to the extent appropriate handicapped children are educated with children who are not handicapped and that the removal of handicapped
Education Assessment Quality management systems such as Total Quality Management (TQM), Quality Control (QC), and International Organization for Standardization (ISO) 9000 focus on the continuous improvement of products and services, customer satisfaction, and participatory manage-ment. Although much has been written about quality management systems and their application in business, industry, and (more recently) education, little connection has been made between these systems and educational assessment
Educational accountability in the United States has a great impact on public school assessment practices. There is a tremendous amount of pressure on schools to demonstrate academic progress; this pressure is mainly in the form of standardized testing. Currently the assessment practices that are used are traditional and non-authentic forms of assessment that reveal only if a student can recognize or recall what they have learned. In an effort to redefine learning in our schools, emphasis needs to
Assessment: Assessment is an essential part of education. Teachers can use ‘information about student progress’ (MCEETYA 2008, p. 14) to ‘improve learning outcomes’ (Ferguson 2011, p. 391), and to make informed decisions about future planning and strategies (Godhino 2011, p. 200). This type of assessment is known as ‘assessment for learning’ (Godhino 2011, p. 201). Assessment can also be used to ‘make judgements about students’ achievement of objectives, goals and standards, [this is known as] assessment
economic independence. Offering general curriculum offers a higher level of achievement that includes, the students progress that is assessed by state and district standards. Modifications and differentiated instructions are a must in order to ensure academic success. However, one of the important principles of the Elementary and Secondary Act and having and implementing an Individual Educational Plan is accountability. The staff, parents and students must take accountability in accomplishing the goals and
standards increased during the 1960’s. Literacy in this era meant that a person had completed an eighth grade education. During the 1970’s, the completion of a high school education meant that a person was functionally literate (Rose 2005). The National Literacy Act of 1991 and the Workforce Investment Act of 1998 expanded the definition of functional literacy. These two pieces of legislation define functional literacy as “an individual’s ability to read, write, speak English, compute and solve
‘Assessment is one of the most powerful educational tools for promoting effective learning. But it must be used in the right way’ (Assessment Reform Group 1999:2). Critically evaluating effective practices of assessment through its principles and approaches will enable us to explore what impacts it has on children’s learning. Beginning by exploring what assessment for learning is and what are the aims to achieve. Before continuing to explore different forms of assessment for learning evaluating the
of the student in formative assessment is twofold ‒ they can be a resource to other students and they can be involved as assessors of their own learning. The concept of student self-assessment is supported by credible research and near unanimous support from the educational community (Stiggins & Chappuis 2005). However, assessment is still largely considered a teacher-centred task done for and by teachers. For example, the commonly cited purpose of formative assessment is to provide information about
website, such as http://webpages.marshall.edu/~jmullens/edlinks.html, and everything they could need is accessible from their computer. Some teachers may feel apprehensive to include the computer in their classroom activities, but according to the National Center for Education Statistics[2], more and more teachers are turning to the computer to enhance the learning process. Computers are changing every aspect of the education field.Not only are teachers using the computer to help their students
of appropriate assessment strategies, socioeconomic status, race, and gender (Kanaitsa, 2010). Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers (Ralabate, & Klotz, 2007). The lack of appropriate assessment strategies unfairly
The current attention on assessment in education has cause for concern about the appropriate and inappropriate practices teachers use in instructional design. Many teachers face ethical conflicts regarding assessment and the design of instructional materials for their students. This paper focuses on defining ethical behavior and examining educators' ethical judgments in relation to assessment. According to the study (2008), Educational Leader's Perceptions about Ethical Practices in Student Evaluation
driven team based educational decisions for all students. Starting the general education classroom, the first indication that a student is not performing at grade level in an academic area, a research based intervention is provided. With data from progress monitoring, and based on IDEA 2004, data from RTI may be used as part of the comprehensive evaluation for special education eligibility. Third, RTI can be set up by district. The district can determine appropriate assessments, curriculum and
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each. The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all
be in any schools, nevertheless some standards do need to be met in order to get a high school degree, but it shouldn't be done in such a stressful way. Putting a bunch of stress on students for a test makes them do worse on the National Assessment of Educational Progress. Students are scoring lower on the NAEP, meaning that they don’t show what they know about
of Testing and Assessment Assessment is defined as “an exercise—such as a written test, portfolio, or experiment—that seeks to measure a student's skills or knowledge in a subject area” (edweek.com). Mainly today, we rely on multiple-choice exams, or tests that are easy to grade in a very generalized manner. The focus is mainly on math and reading, and requires remembering an assortment of different facts. Alternatives to these testing norms are often called alternative assessment. Alternative assessment
Statement of the Problem In recent years in the United States of America, test scores for high school seniors in math have declined. Results from the National Assessment of Educational Progress have shown a drop in the percentage of students in both private and public schools prepared for the demands of college-level work in reading and math. The last time the test was given, in 2013, 39 percent of students were estimated to be ready in math and 38 percent in reading; in 2015, 37 percent were judged
arning communities. Bloomington, IN: National Educational Service. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press. Hord, S. (1997). Professional learning communities: What are they and why are they important? Southwest Educational Development Laboratory, 6(1). Retrieved November 11, 2011, from http://www.sedl.org/change/issues/issues61.html Hord, S. M. (2009). Professional learning communities. The Journal of the National Staff Development Council, 30(1)