41. NEA PROPOSED RESOLUTION ON FEDERALLY MANDATED TESTING local efforts to develop comprehensive assessment systems which work to stop highstakestesting, which represents to narrow the curriculum and teach to the http://www.fairtest.org/nattest/NEA proposal.html

NEA PROPOSED RESOLUTION ON FEDERALLY MANDATED TESTING Testing reform delegates to the National Education Association annual delegate assembly will offer the following "new business item" to push the NEA to take a stronger stand in opposition to the testing and "accountability" provisions in the Elementary and Secondary Education Act. Delegates from Massachusetts and California are taking this initiative. If you are able to help, either because you will be there or because you can send this to NEA members and delegates, please act now: the assembly begins the start of next week. If you will be at the assembly, you will be able to get copies of the new business item to distribute. Contact the California and Massachusetts delegations. Please act to persuade your state delegation and any other delegates you can. For more information through Sat. 6/30, contact Phil Katz at phil_katz@brookline.mec.edu NEW BUSINESS ITEM ON FEDERALLY MANDATED TESTING: The NEA opposes the proposed federal testing requirements contained in the Elementary and Secondary Education Act (ESEA) Authorization Bills currently being considered in a House-Senate Conference Committee. In particular, the NEA opposes federal requirements to make significant decisions about schools, teachers or children based primarily on test scores. Reliance on test scores inevitably leads to students (and teachers and schools) being sorted along the lines of race, class, English language proficiency, disability and learning styles.

42. FairTest: Standardized Testing Damages Education Pressure to teach to the test distorts and accountable to a completely unregulatedtesting industry. assessment based on student performance on real learning http://www.fairtest.org/facts/howharm.htm

FairTest: 342 Broadway Cambridge, MA 02139 (617)864-4810 (617) 497-2224 (fax) Website: www.FairTest.org, e-mail: FairTest@aol.com Back to FairTest's Home Page HOW STANDARDIZED TESTING DAMAGES EDUCATION How do schools use standardized tests? Despite their biases, inaccuracies, limited ability to measure achievement or ability, and other flaws, schools use standardized tests to determine if children are ready for school, track them into instructional groups; diagnose for learning disability, retardation and other handicaps; and decide whether to promote, retain in grade, or graduate many students. Schools also use tests to guide and control curriculum content and teaching methods. Aren't these valid uses of test scores? No test is good enough to serve as the sole or primary basis for important educational decisions. Readiness tests, used to determine if a child is ready for school, are very inaccurate and encourage the use of overly academic, developmentally inappropriate primary schooling (that is, schooling not appropriate to the child's emotional, social or intellectual development and to the variation in children's development). Screening tests for disabilities are often not adequately validated; that is, it is not proven that they are accurately measuring for disabilities. They also promote a view of children as having deficits to be corrected, rather than having individual differences and strengths on which to build. While screening tests are supposed to be used to refer children for further diagnosis, they often are used to place children in special programs.

43. 2002-2003 Testing, Assessment, Advising testing, assessment, Advising. An assessment level chart is found in the current classschedule. If you plan to teach in public schools, you must pass the TASP http://www.delmar.edu/catalog/testing.html

Testing, Assessment, Advising Standardized Test Requirements Counseling Services TASP Test Requirements Advising ... Assessment Standardized Test Requirements Del Mar College requires certain standardized tests as part of the admission requirements. These tests are one or more of the following: TASP, T-COMPASS, or COMPASS. An assessment level chart is found in the current class schedule. To assist advisors in determining placement in coursework, the Comprehensive English Language Test (CELT) is administered to international students whose primary language is other than English. Applicants should request that an official report of test scores be sent to Del Mar College well in advance of the registration period. Most recent score shall be the score of record. Scores more than five years old are not used for placement in reading, English, and mathematics courses. return to top TASP Test Requirements The Texas State Education Code requires that all students who enter public institutions of higher education be tested for reading, writing, and mathematics skills. Students must take the TASP or T-COMPASS Test prior to registration. Students who earned at least three college credit hours prior to Fall 1989 are not required to take the test. Students with recent qualifying ACT, SAT, or TAAS scores may be exempt from the TASP Test. To prove exemption, students must submit official test scores to the Admissions Office. If exempt from TASP due to TAAS scores, students must submit ACT, SAT, or COMPASS scores in addition to the TAAS scores. Students in some certificate programs are not required to take the test. If you plan to teach in public schools, you must pass the TASP Test before transferring into a teacher education program. Visit the TASP Advising Center for further information.

44. Lane Community College - Assessment And Testing Service My kids did not always notice jerkiness, and I had to teach them to feel smoothversus jerky shifting. assessment and testing Service 4000 E. 30th Ave http://www.lanecc.edu/testing/mistarsk6.htm

Assessment and Testing Service Lane's Home Page Search Lane's Site Student Services Counseling ... Student Records Student Services Building #1 Phone: (541) 463-5324 Study Tip #6 TEACHING YOURSELF PHYSICAL SKILLS: THE "MIST-STARS" METHOD Introduction: At some point you may need to learn to do physical skills well. For example, you may need to play a sport like tennis, to play a musical instrument, to type on a keyboard, to weld metals or hammer nails or clean teeth or drive cars. You can use these techniques to learn faster. "MIST-STARS"the main idea . The main ideas are embedded in the code word "MIST-STARS". Develop Mental Images from your Self and Teachers about STimuli and your right Actions that lead to Results that match the Standards. Mental - Images - Self - Teachers - STimuli - Actions - Results - Standards. Some Examples of Learning Physical Skills 1. From time to time I have tried to learn to play tunes on the piano. Once I tried "Home on the Range." I have heard it sung before and have a mental image of how it should sound, the standard. I could see the notes on the page of sheet music; they are some of the stimuli I see. As I strike the keys with my fingers I am making actions that produce the results of sounds in a poor jerky rhythm with mistakes. I can compare my poor tune (the results) to the real music (the standard) and can plan to correct it and improve. When I learn to play the tune, I will have an inner mental image, a "memory in my muscles."

45. Curriculum & Activities: Assessment & Testing: Test Taking Strategies Workshops with strategies that will help them feel more confident in the testing process Thesetest taking strategies workshops are not designed to teach content or to be http://www.bluevalleyk12.org/ca/testing/testtaking.htm

District Home General Information Superintendent Board of ... Parents As Teachers Test Taking Strategies workshops Are you a student in Blue Valley Schools who is interested in preparing for the ACT , and/or the SAT PSAT examinations? If so, you should read on to find out more about a great opportunity to sharpen your test taking skills. The Blue Valley School District in conjunction with the Blue Valley Educational Foundation will be presenting a series of workshops on "Test Taking Strategies" covering the ACT and the SAT/PSAT tests. These workshops will present participants with strategies that will help them feel more confident in the testing process. Test item analysis and specific strategies to handle the different test question types will be included in the workshops. Cost: $60.00 for each four-session workshop Class Location: All sessions will be held at Blue Valley Northwest High School, 13260 Switzer, Rm. 802

46. Division Of Teacher Quality And Urban Education - Teacher Education available by completion of the designated assessment only; also professional certificateof license to teach may acquire Praxis II testing Sites for Missouri http://www.dese.state.mo.us/divteachqual/teached/assessment.htm

Home Educator Preparation Assessments for Teacher Education and Certification in Missouri The assessment of candidates for teacher education and certification in Missouri was authorized by the Excellence in Education Act in 1985. The Missouri State Board of Education has approved the College Basic Academic Subjects Examination (CBASE) as the official assessment required for admittance into professional education programs. The Board has also approved the Praxis II: Subject Assessments/Specialty Area Tests to be the official assessments required for the certification of professional school personnel. College Basic Academic Subjects Examination (CBASE) The College Basic Academic Subjects Examination (CBASE) is a criterion-referenced achievement test developed by the Assessment Resource Center at the University of Missouri - Columbia. Consisting of five parts, including a writing component, the CBASE assesses knowledge and skills in language arts, mathematics, science, and social studies. Concurrently, the exam measures three cross-disciplinary competencies: interpretive reasoning, strategic reasoning, and adaptive reasoning. Achievement in these areas is usually gained through a general education program during the first years of undergraduate study. The CBASE determines the degree of mastery that has been attained in the particular skills and reasoning competencies. Score reports yielded by the CBASE can serve a genuinely diagnostic purpose by identifying the relative strengths and weaknesses in the areas assessed. The Missouri State Board of Education adopted the CBASE for use as the official assessment for entry into professional education programs at the colleges and universities. The CBASE is not required for individuals seeking post-baccalaureate certification.

47. Teachers.Net Meeting - Hot Topic - Testing Kathleen Test Anxiety Applied Research, assessment, and Treatment standards andthe increase in testing of special marykay - marcia .we do teach a lot of http://teachers.net/archive/testing112699.html

Friday, November 26, 1999 Hot Topic Testing: What is it good for? Visit the ChatBoards at the Mentor Support Center http://www.teachers.net/mentors/ Join a Mailring at the Teacher Mailring Center http://www.teachers.net/mailrings/ Check the meeting schedule for future meetings Kathleen - Welcome to another HOT TOPIC discussion! The topic: Testing: What is it good for The format is open chat, all opinions welcome as long as they are presented in a professional manner. Okay, how do you all feel about the testing situation in your school, state, region, country? Linda/2/CA - I have had children from Mexico in my room for 3 days and they don't speak any Englishwho score just as well, if not better on eng multiple choice tests as they rest of the class Kathleen - yikes, Linda why are those kids even tested? Linda/2/CA - the SAT 9 test in CA was presented to us before the standards were adoptedyet the test reflected the standards Alan - The new legislation calls for children to be in school 3 years before testing. Kathleen - Alan, the new legislation where?

48. Error Conference Review. Conference on testing assessment of students,teachers trainers. Bruce Oertel boertel@kansai.email.ne.jp . http://www.jalt.org/teach/Newsletter_files/Oct_1999/October_1999_CONFERENCE_REVI

You're here because something went wrong! Unfortunately, the page you are looking for does not exist. Perhaps you typed the URL incorrectly. Or maybe you came from an outdated link. If you need some help, contact the site editor . Or you can go to the front page and try accessing the page you want to visit from there. Search the JALT site: Enter keyword(s) and press "go" Return to previous page

49. Error Call for Papers. testing and assessment for Learners, Teachers and Trainers.June 19 20, 1999 Kyoto International Community House, Kyoto, Japan. http://www.jalt.org/teach/Newsletter_files/Feb 1999/February_1999_CALL_FOR_PAPER

You're here because something went wrong! Unfortunately, the page you are looking for does not exist. Perhaps you typed the URL incorrectly. Or maybe you came from an outdated link. If you need some help, contact the site editor . Or you can go to the front page and try accessing the page you want to visit from there. Search the JALT site: Enter keyword(s) and press "go" Return to previous page

50. Oral Testing And Self-Assessment: The Way Forward? 1991. Language testing in the 1990's. Allwright, D. 1984. ¡°Why don't learnerslearn what teachers teach? Blanche, P. 1988. 'Selfassessment of foreign http://www3.telus.net/linguisticsissues/oraltesting.html

Karen's Linguistics Issues This Month's Articles Previous Months Send Email Oral Testing and Self-Assessment - The way forward? by Dr. Andrew Finch Abstract Traditional methods of testing which still prevail in Korea mean that there is very little time for conversational English in the test-driven secondary classroom, despite introduction of recent advances in language teaching methodology. This paper suggests that the use of English can only be promoted in schools by incorporating an "Oral Test" into the overall testing requirements, and that self assessment by students of those tests can be a valuable additional means of improving oral abilities. A test was developed focusing on the improvement in spoken English of 1700 Freshman University students over an academic year (64 hours). This was administered and evaluated using established oral-test criteria. Grading was relative, looking at improvement rather than level of achievement, and the Conversation-English course taken by the students was the basis of the test. Results showed that: i) preparation for the test necessitated active spoken participation in lessons; ii) lessons tended to utilize task-based communicative teaching methods; iii) the means became the end - the test was not only a reason for developing oral skills, but also a means of achieving that goal. I. INTRODUCTION

51. Homeschooling Articles - Homeschool.com - Your Virtual Homeschool assessment assessment is not testing. testing is part of the assessmentprocess. We teach the whole person. Thus, we need to measure http://www.homeschool.com/articles/EducationalHealth/default.asp

New to Homeschooling? Newsletter Support Groups Your Advisors ... Contact Us Improving Your Child's Academic Health Our Sponsor: TestBuddy.com Editor's Note: We are pleased to bring you, Leonard W. Hall, Ph.D., the President of EduEquity, Inc.'s highly researched perspective for improving your child's academic health and well being! Improving Your Child's Academic Health It has been more than 20 years since the federal government introduced to the public the historic report on public education in America titled, "A Nation at Risk." It was a remarkable effort to offer a blueprint for change in America's schools. It was the needed document to give educators the public pulpit to compel changes in laws, regulations, and policies and to generate advocacy for standards based instruction. As Associate Commissioner of Education in Missouri at the time of the report, I was dismayed by the response of my colleagues. Instead of using this historic document as a basis for advocacy for change, we picked it apart looking for points to challenge or with which to argue. Today, the report is only an historic footnote. The missed opportunity is being revisited by a new generation of advocates.

52. Frontline: Testing Our Schools: Testing: Testing, Assessment, And Excellence | P What they learn is to hire people to teach you how to figure the here, because Iwant to suggest what constitutes excellence in testing and assessment. http://www.pbs.org/wgbh/pages/frontline/shows/schools/testing/merrow.html

var loc = "../../../"; an excerpt from Choosing Excellence: "Good Enough" Schools Are Not Good Enough (Scarecrow Press, 2001) John Merrow has been reporting on education since 1974. He is the executive producer and host of The Merrow Report on both PBS and NPR, and president of Learning Matters, Inc., the non-profit organization that produces The Merrow Report 's television, radio, and Web programs. Excellent schools are accountable for their "products," the students who pass through their classrooms, but what exactly do we mean by the term accountable? This chapter explores the meaning of accountability, the growth of the standards movement, and an accompanying rise in what is called "high-stakes testing." To be forthright, I believe that high-stakes testing, in its current manifestation, is a serious threat to excellence and national standards. Unchecked, it will choke the life out of many excellent schools and drive gifted teachers out of classrooms. Unchecked, it will lead to debased and unnecessarily low standards. High-stakes tests have serious consequences for those taking them, and sometimes in the careers of their teachers and administrators. A good example is the high school graduation test that students must pass in order to get a diploma. By the turn of the century, 28 states either already had or planned to have such tests.

53. Wiley :: Assessing Student Performance: Exploring The Purpose And Limits Of Test The Power of Portfolios What Children Can teach Us About Learning and assessment(Paperback) Elizabeth What is assessment and how does testing differ from http://www.wiley.com/cda/product/0,,0787950475,00.html

Shopping Cart My Account Help Contact Us By Keyword By Title By Author By ISBN By ISSN Wiley Education K-12 Assessment Assessing Student Performance: Exploring the Purpose and Limits of Testing Related Subjects Assessment in Clinical Psychology K-12 Teaching and Learning K-12 Youth Development K-12 Teacher Education Related Titles Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment (Paperback) Elizabeth A. Hebert Wilma H. Miller, Ed. D. How's My Kid Doing?: A Parent's Guide to Grades, Marks, and Report Cards (Paperback) Thomas R. Guskey Measuring Up: Standards, Assessment, and School Reform (Hardcover) Robert Rothman Responsive Assessment: A New Way of Thinking About Learning (Hardcover) Mary Henning-Stout Join an Education Mailing List Assessment Assessing Student Performance: Exploring the Purpose and Limits of Testing Grant P. Wiggins

54. Superintendent Testing And Training 2002 KRS 156.111 requires that training and testing be provided school based decisionmaking,and curriculum and assessment. many of whom also teach the modules http://www.kde.state.ky.us/KDE/Administrative Resources/School Improvement/Leade

55. [Channel-talk] Assessment Discussion It would seem that this preassessment could be carried out with One of the videos focussing on standardized testing even mentioned that the I teach at a http://www.learner.org/pipermail/channel-talk/2002-October/000030.html

[Channel-talk] Assessment Discussion Rose-Marie Botting channel-talk@learner.org Wed, 30 Oct 2002 08:44:09 -0500 Previous message: [Channel-talk] Assessment Discussion Next message: [Channel-talk] Assessment Discussion Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] Hi Assessment Discussion Group- I would like to volunteer a topic concerning assessment. By the way, please feel free to push the discussion in any direction you wish. Certainly you might want introduce totally different topics as well. Please respond to channel-talk@learner.org I am about halfway through the videotape series "Assessment: What's The Point?". One of the ideas that intrigued me is to assess the students about a topic BEFORE you teach it! In this way you can quickly find out just where the students are on the "learning curve". Maybe they know more than you assumed, in which case you can spend that time on more advanced concepts. Perhaps they need some essential skills/concepts established before you get started. It would seem that this "pre-assessment" could be carried out with either an open

56. Assessment Provided by ERIC Clearinghouse on assessment and Evaluation testing 1,2,3 Also includedare links to good testtaking skills, what to teach and how, a letter to http://teams.lacoe.edu/documentation/places/standards.html

Alternative Assessments Assessment and Evaluation Electronic Portfolios Incentives ... Create Your Own Assessments Standards California Content Standards The California State Content Standards are easily accessible through the California State University Northridge site. California Standards for the Teaching Profession This standards guideline was developed to help teachers define and develop their professional roles. A Compendium of Standards and Benchmarks for K-12 Education, Second Edition The McRel Standards Database provides standards and benchmarks in every curriculum area. The site also includes a summary of the movement to establish standards in content areas and lists of resource links and lessons. Developing Educational Standards Several progressive districts in upstate New York provide access to existing standards by subject area or by state. High-Stakes Testing The NCTM believes that multiple measures should always be considered when making far-reaching decisions about the education of a student. Read their official testing position at this site. Implementing Standards-Based Learning in Your Classroom Scholastic's interactive Resource Finder MiddleWeb: Exploring Middle School Reform Research articles and links to websites that provide information for core resources, changing schools, principals, parents, teachers and policymakers about standards-based school reform.

57. Secondary School Educators - Education From About High Stakes testing. feel is necessary, or do they instead focus on, 'teach to', the Floridaare required to take the Florida Comprehensive assessment Test (FCAT http://7-12educators.tqn.com/library/weekly/mcurrent.htm

zfp=-1 About Education Secondary School Educators Search in this topic on About on the Web in Products Web Hosting Secondary School Educators with Melissa Kelly Your Guide to one of hundreds of sites Home Articles Forums ... Help zmhp('style="color:#fff"') Subjects BUYER'S GUIDE Before You Buy Top Picks Inspirational Movies Motivational Books ... All articles on this topic Stay up-to-date! Subscribe to our newsletter. Advertising Free Credit Report Free Psychics Advertisement In The Spotlight Thu, Apr 3, 2003 The Downside of Teenage Employment Numerous teenagers have jobs during the school year which often affects their performance in class. Take a critical look at teenage employment and find out what you can do to stop those who abuse child labor laws. Discussion: Teenage Workers - Are Your Students Working Too Much? Chat: Child Labor - Read more about labor laws and issues. Organize a Math Fair for MAM April is Math Awareness Month. In honor of that, I've compiled some great resources not only to organize your own Math Fair but also to give your students loads of ideas for projects. Discussion: Relevance of Math - Is Trig Necessary? Share Your Thoughts!

58. Frederick Taylor In The Classroom: choice, standardized testing for assessment purposes, the federal and state governmentsare intruding upon the prerogative of teachers to teach what they want http://radicalpedagogy.icaap.org/content/issue3_2/rees.html

Standardized Testing And Scientific Management Radical Pedagogy (2001) ISSN: 1524-6345 Frederick Taylor In The Classroom: Standardized Testing And Scientific Management Jonathan Rees Department of History University of Southern Colorado Abstract By requiring the use of multiple-choice, standardized testing for assessment purposes, the federal and state governments are intruding upon the prerogative of teachers to teach what they want in the manner they see fit. These requirements echo the attempts of Frederick Taylor and other practitioners of what Taylor called "scientific management" to control industrial workers around the turn of the Twentieth Century. Forcing teachers to address content that can be measured in standardized tests and to avoid more analytical material hinders learning. Doing so also devalues the profession of teaching in the same way that scientific management devalued the role of skilled craft workers in American factories. TAAS (Texas Assessment of Academic Skills, the state-mandated achievement test) questions are released after each administration. Although there is a new version of the exam each year, one version looks a lot like another in terms of the types of questions asked, terminology and graphics used, content areas covered, etc. Thus, giving students instruction and practice on how to answer the specific types of questions that appear on the TAAS could very well improve their scores on this exam (Klein, et. al, 2000). Education Week Jay Matthews writes a weekly on-line education column for the

59. HGSE News: High Stakes--School Leaders Weigh In On Testing, Reform, And The Goal Currently, the studentlevel high-stakes test, the Texas assessment of Academic Theexcessive testing has narrowed curricula as many teachers teach to the http://www.gse.harvard.edu/news/features/highstakes04012002.html

Urban Education and Equity Cognitive Development Educational Reform Classroom Practice ... Home High Stakes School Leaders Weigh in on Testing, Reform, and the Goal of Educating Every American Child Harvard Graduate School of Education April 1, 2002 Send this page to a friend Subscribe to Ed. magazine "American schools in the twentieth century resemble the battleships of World War II. Large, powerful, cumbersome, with enormous crews...Maneuverability is not their strength. When ordered to change course, they do so, but there are significant delays. The bigger the change in the direction, the longer it takes for the ship to achieve the new course." illustration: Edel Rodriguez Back then, the central mission of education was to train workers and to assimilate new immigrants to the values and codes of American culture. Schools aimed to turn out young people with enough skills to become productive, self-sustaining members of our rugged and increasingly urban society. And that's exactly what they did. The "Rising Tide of Mediocrity" The New Navigational Tool: Testing Twenty years into this charge for widespread educational advancement, standards and testing affect the lives of nearly all publicly educated children in America. But the questions remain formidable: Is statewide testing benefiting or beleaguring learning and teaching? What kind of professional development is needed to train teachers for new goals? What ought to be the cost of failure? And exactly who should pay the price?

60. Critical Thinking Bookstore-www.criticalthinking.org a testing program can be coordinated with faculty development and programmatic assessment.In the third video, Dr. Paul explains and illustrates how to teach http://www.criticalthinking.org/bookstore/videocatalog.html

Video Index Video Order Form Preview Policy Return Policy ... University Directory Video Catalog Please see below our complete selection of 31 videos for sale through the Foundation for Critical Thinking Bookstore. Prices (which are all shown in US dollars) and availabilty subject to change. How to Teach Video Series Code: Title: How to Teach Video Series Author: Richard W. Paul Publisher: Foundation for Critical Thinking Number of tapes in series: 9 tapes Length of each tape: about 1 hour Format: VHS only A Critical Thinking Approach to Teaching and Learning. All subjects have a logic to them. Each is a system of meanings that enables us to reason effectively. Yet, most students try to learn not by reason, but by rote memorization. They blindly memorize someone else’s answers. Even when they do well on tests, it isn’t because they truly understand. True understanding requires disciplined reasoning. The How to Teach Series offers a penetrating, in-depth look at ways to cultivate intellectually powerful minds. This series of nine one-hour videos, featuring Dr. Richard Paul, focuses on how to break out of the didactic mode, taking viewers on a journey into a new paradigm for instruction that explicitly fosters reasoned learning; learning that accesses the inner logic of all substantive inquiry. Whatever your subject, the How to Teach Series is an essential guide to help you put reason, accountability, and power back into teaching and learning.

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