Educational Assessment and NCLB Act Quiz

Increased focus on student performance and achievement, often driven by national and global competition, leading to more frequent testing and assessment.

National and international evaluations designed to measure student knowledge, skills, or abilities.

Specific learning goals defined for a subject area, outlining what students should know and be able to do.

Online tests delivered electronically, offering greater efficiency and flexibility compared to traditional paper-based methods.

The use of standardized tests to measure and evaluate the effectiveness of educational programs and policies.

Concerns about fairness, bias, and appropriate interpretation of test scores, given their significant impact on students and schools.

The No Child Left Behind Act (NCLB) of 2002 mandates that states test students in core subjects at certain grade levels.

Tests that are aligned with specific content standards, measuring student mastery of those expectations.

A standardized test administered for college admissions, used to assess a student's readiness for higher education. Popular national exams include the SAT and the ACT.

A comprehensive national examination taken by high school students for admission to graduate programs, such as master's or doctorate degrees.

A standardized test that is used to assess student performance and holds schools accountable for student achievement.

A standardized test administered to assess student performance in reading and mathematics at grades 4 and 8. It is conducted every other year, required by the NCLB Act.

A national body composed of state education leaders that collaborates on educational standards and assessments.

A non-profit organization that promotes collaboration among states on educational policy issues, including the development of common standards.

A set of common standards for K-12 education developed through a collaboration between the CCSSO and the NGA.

A category assigned to schools that repeatedly fail to meet established educational goals. These schools are subject to interventions and support.

A set of actions or strategies designed to address specific challenges and improve educational outcomes within a school.

A process where families have options to choose a different school for their child, often provided to parents of students in schools identified for needing improvement.

Educational interventions provided to students from low-income backgrounds. Often, these interventions include one-on-one tutoring to support learning and academic success.

Formal actions taken against schools that repeatedly fail to meet acceptable academic standards. These sanctions may range from more support to a complete restructuring of the school.

A complete overhaul of a school's structure, leadership, curriculum, or educational programs, often mandated when a school fails to meet academic standards for an extended period.

Assessments provided by educational institutions or organizations outside of a school's control. These assessments often involve standardized tests.

Assessments developed and administered within a school setting, usually created by teachers to evaluate student learning within a specific classroom or subject.

External assessments are often used to document shortcomings and drive educational reform by providing information about the current educational landscape and progress of students.

Externally mandated tests can be used to motivate improvement and hold educators and students accountable for their achievements.

Mandated tests can be quickly implemented and their results are easily publicized, making them appealing to policymakers.

Testing is relatively inexpensive compared to other educational reforms, such as increased instructional time or teacher development.

Mandating testing requirements at the state or district level is easier than implementing day-to-day classroom changes.

The Massachusetts state superintendent of instruction used written examinations to hold public schools accountable in the mid-19th century.

Joseph Rice conducted extensive studies in the early 20th century, using spelling and math tests to assess the effectiveness of instructional time.

The use of achievement test batteries and multiple-choice technology expanded significantly after World War II.

The Elementary and Secondary Education Act (ESEA) of 1965, also known as Title I, focused on compensatory education to address disparities in student performance.

The demands for evaluation and accountability for Title I funds led to widespread adoption of standardized tests.

The Title I Evaluation and Reporting System (TIERS) encouraged frequent testing to track student progress.

Perceived shortcomings in high school graduates' skills in the 1970s and 1980s led to the rise of minimum-competency testing (MCT).

MCT reforms quickly spread across states, with the number of states implementing MCT requirements increasing dramatically between 1973 and 1983.

The US has a long history of relying on tests and assessments for various purposes, including measuring individual progress, driving school reform, and gauging national educational standards.

Tests and assessments can be used to measure student progress in classrooms, serve as instruments of school reform, and provide a gauge of the national educational landscape.

Rewards given to schools that show improvement in student performance on state or district assessments. These rewards can be monetary, recognition, or both.

Penalties imposed on schools that don't meet performance targets on assessments. Examples include external oversight, teacher transfers, or principal removal.

State-mandated requirements for students to pass certain tests or meet specific standards in order to advance to the next grade or graduate.

The practice of including all students, regardless of factors like limited English proficiency or disabilities, in state-mandated assessments.

Testing less than 95% of eligible students can lead to a school being categorized as needing improvement, regardless of the performance of those tested.

Modifications made to assessments to accommodate various learning styles or disabilities. These can include extended time, alternative formats, or reading assistance.

Modifications that allow students with disabilities to meaningfully participate in assessments, ensuring fairness and accurate measurement of their understanding.

The process of guiding teachers in providing appropriate accommodations for students with Individual Education Plans (IEPs) in both instruction and classroom assessments.

The principle that accommodates on assessments should mirror the accommodations required by the student's IEP for instruction.

The No Child Left Behind Act (NCLB) of 2001 reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. NCLB extends comprehensive testing requirements to all public schools, not just those receiving Title I funding.

The No Child Left Behind Act (NCLB) reinforces the importance of clearly defined learning goals for students in specific subject areas.

The use of tests to measure student achievement and demonstrate progress in meeting educational standards.

Using standardized tests to track student progress and school effectiveness.

Standardized assessments designed to measure student competency in core subjects, typically reading, math, and science.

These standards define what students should know and be able to do in specific subjects at different grade levels.

These standards specify the level of performance expected from students in relation to content standards, essentially answering 'how good is good enough?'

This concept emphasizes assessing students' ability to apply their knowledge through real-world tasks, projects, and problem-solving, rather than just memorizing facts.

The acronym stands for 'What You Test Is What You Get', indicating that the focus of assessment directly shapes what students learn and teachers teach.

The converse of WYTIWYG, this premise highlights that anything not assessed tends to be neglected in teaching and learning.

This principle urges educators to design assessments worth teaching to, ensuring that the evaluation process supports meaningful learning and not just rote memorization.

A recent reform effort aimed at creating consistent, clear, and rigorous learning expectations across states, primarily in math and English language arts.

Assessments with high stakes, such as those impacting student promotion, graduation, school funding, or teacher evaluations.

A growing trend where standardized testing is increasingly used to shape curriculum, instruction, and ultimately, student learning.

This refers to a shift from fixed-response, multiple-choice tests to open-ended tasks where students construct their own responses, demonstrating deeper understanding and critical thinking skills.

These assessments typically occur at the end of a specific course, often used to determine a student's final grade or progress in the course.

Minimum Competency Tests (MCT) were standardized assessments used to determine if students had acquired the basic skills necessary for the next grade level or high school graduation.

The court ruled that students must have sufficient notice of the testing (2 years) and that the state must prove students were given opportunities to learn the tested material.

A report by the National Commission on Excellence in Education (1983) that highlighted the declining quality of American education.

A Nation at Risk recommended using tests to improve education by: - Certifying student credentials - Identifying the need for remedial interventions - Identifying opportunities for advanced work.

The Lake Wobegon Effect refers to the phenomenon where almost all states reported their students were scoring above the national average on standardized tests, even though this was statistically improbable.

Standards-based reform, prevalent in the 1990s, emphasized accountability while introducing new features such as: - Ambitious 'world-class' standards - Assessments requiring more complex tasks - High-stakes accountability for educators and students - Inclusive approach for all learners.

Content and performance standards are statements that outline what should be taught and what learners are expected to know and be able to do.

This refers to the trend where educators shift their focus away from broader content or important objectives not included in the test, narrowing their teaching to cover only the specific material tested.

Published standardized tests were heavily relied upon in accountability systems during the 1980s, often resulting in a narrow focus on teaching to the test and neglecting other essential content.

The Lake Wobegon Effect raised concerns about the credibility of test results and the potential negative consequences of high-stakes accountability associated with standardized tests.

Tests were seen as tools to document shortcomings in student achievement and as a recommended mechanism to improve education. They were used to identify areas needing remedial intervention and opportunities for advanced work.

Despite the rise of standardized tests, many states and districts contracted or developed their own assessments to tailor them to their local needs and curriculum.

In the wake of 'A Nation at Risk', most states implemented some form of educational reform, primarily employing externally mandated tests as a major instrument of change.

A Nation at Risk concluded that the quality of American education was in a state of decline, with mediocrity threatening the future of the nation.

The pressure to improve test scores often led schools to focus heavily on test preparation, narrowing their curriculum and potentially neglecting other important learning objectives.

Teachers are not randomly assigned to students, leading to variations in student performance that are not directly due to teacher effectiveness.

Test scores are influenced by factors beyond teacher control, such as student background, home environment, and external events.

Effective teachers contribute to student learning in various ways, going beyond just increasing test scores.

The debate over the effectiveness of high-stakes testing, with proponents claiming it improves focus on important objectives and critics arguing it distorts education by narrowing curriculum.

The idea that students' test scores should be carefully examined to see how they reflect their true understanding of the material.

The practice of teachers specifically preparing students for the content and format of specific tests, potentially leading to an inflated view of student performance.

The practice of directly teaching test-taking strategies and skills, potentially increasing test scores but not necessarily reflecting true learning.

The use of computers to administer and score tests, offering efficiency and faster turnaround times.

The growing influence of public opinion in decisions about education, especially in areas of testing and assessment.

Public involvement in setting the goals and standards for statewide assessment programs.

Concerns about the fairness, bias, and appropriate interpretation of test scores, given their significant impact on students and schools.

The No Child Left Behind Act of 2002 mandates that states test students in core subjects at certain grade levels.

The No Child Left Behind Act (NCLB) mandates all students reach "proficient" level in reading and math by 2014. States create "adequate yearly progress" (AYP) targets to track progress toward this goal.

The NCLB Act requires states to establish challenging content and performance standards for students. These standards determine what students should know and how well they must demonstrate that knowledge.

States use student performance on standardized tests to measure how well schools meet the NCLB Act's goals. Schools failing to meet these targets are labeled "needs improvement" and may face sanctions.

The NCLB Act emphasizes that states must justify their standards' rigor, showing they are challenging enough to push students toward proficiency. This involves showing how they are aligned with national standards.

Schools labeled "needs improvement" under NCLB may receive additional resources, support programs, or even restructuring if they continue to underperform.

Two major assessment consortia, PARCC and SBAC, were formed to help states implement the Common Core State Standards, offering comprehensive assessment systems.

PARCC and SBAC provide a range of assessments, including summative tests to assess learning and formative assessments to guide classroom instruction. These assessments are aligned with Common Core State Standards.

PARCC uses computer-based assessments for efficiency, providing quick scoring and immediate feedback for teachers to adjust instruction.

SBAC aims for a balanced approach to assessment, combining summative tests for overall performance with interim and formative assessments to monitor progress and guide teaching.

Value-added models for teacher evaluation consider student growth over time while accounting for factors like socioeconomic background and previous achievement.

The use of student test scores for teacher evaluation is controversial. Critics argue that such assessments are not reliable enough to judge teacher effectiveness fairly.

While standardized test scores offer valuable data about student performance, they are just one piece of information to consider when evaluating teachers. School leaders should use a variety of assessments and observations.

States are increasingly using student achievement data to evaluate teachers. This practice aims to improve accountability and ensure that teachers are effectively helping students learn.

Both PARCC and SBAC provide online resources, such as test items, curriculum frameworks, and professional development materials, to support states and districts in implementing the Common Core State Standards.

Anxiety experienced by students during tests, potentially interfering with their performance. This is more common among students who are generally anxious.

The act of categorizing and labeling students based on test scores, potentially leading to negative consequences like mislabeling and limiting opportunities.

When test results are misconstrued, leading to inaccurate judgments of a student’s abilities, potentially impacting their self-perception negatively.

The idea that teachers' expectations based on test results influence student performance, ultimately fulfilling those very expectations.

A method of assessment that uses standardized tests to measure student knowledge, skills, or abilities.

The idea that tests measure only a limited sample of a student’s abilities and do not reflect their full potential, requiring flexibility and nuance in interpretation

The argument that tests, when used thoughtfully and interpreted carefully, can contribute to a positive self-image by helping students understand their strengths and weaknesses.

The potential for tests to create anxiety and pressure for students, potentially hindering their performance.

The act of combining insights from various sources, like test scores and other relevant information, when making educational decisions.

The importance of considering the inherent limitations of tests and understanding that their results can be influenced by various factors, including test anxiety, cultural differences, and learning styles.

The responsibility that users have to ensure that tests are interpreted correctly and used ethically, promoting educational equity and support for students.

The potential for tests to create a culture of competition and pressure, where success is overly focused on achieving high scores.

The potential for tests to favor students from privileged backgrounds who have access to resources that can help them prepare for testing, perpetuating existing inequalities.

The potential for tests to limit opportunities for creative thinking and exploring complex issues, as the focus is on memorizing factual information and following standardized procedures.

The practice of using standardized tests to measure student learning and hold schools accountable for student performance.

A criticism of standardized tests that argues they only measure a narrow range of skills and abilities, ignoring other important aspects of human potential.

The belief that test scores can accurately reflect an individual's overall capabilities, while ignoring other crucial factors like personality or social skills.

A criticism directed at multiple-choice tests, arguing that they penalize creative thinkers who may see alternative interpretations not intended by the test creators.

Concerns regarding the potential for standardized tests to unfairly disadvantage certain groups of students, particularly minorities, based on cultural or social factors.

A critical argument that claims standardized tests often focus on well-structured problems, neglecting the ability to identify and analyze complex, real-world situations.

The practice of integrating direct preparation for standardized tests into classroom activities, potentially leading to a skewed curriculum and a focus on test-taking skills.

The public's concern about the potential negative social consequences of testing, including concerns about fairness, equity, and the impact on students' overall well-being.

The use of open-ended questions and computer simulations in assessments to encourage deeper understanding and critical thinking beyond multiple-choice formats.

The idea that relying solely on standardized test scores to make educational decisions is unreliable and incomplete, as it ignores other important aspects of a student's profile.

The use of standardized tests to hold schools accountable for student achievement and to drive educational reforms.

Concerns about the impact of testing on students, including potential stress, anxiety, and a narrow focus on test-taking strategies.

Concerns about the fairness of tests in relation to gender, considering potential biases or limitations that may disadvantage students based on their gender identity.

The use of written examinations to evaluate student performance and assess school quality, dating back to the mid-19th century.

The expansion of standardized testing in the 1960s and 1970s, driven by initiatives like Title I and the desire for accountability in education.

Teachers' expectations about student achievement can influence students' actual performance, potentially boosting or hindering their success.

High-stakes testing can lead to a narrow focus on tested material, neglecting other important academic areas and higher-order thinking skills.

Teachers or educators engage in dishonest practices to improve test scores, compromising the integrity of the assessment.

Fairness in testing involves ensuring that all students have an equal opportunity to demonstrate their knowledge and skills, regardless of their background or group membership.

The concept of fairness in testing considers whether the assessment process treats individuals from different groups equitably.

Fairness requires that students have adequate access to learning the material covered in the assessment.

This view of fairness suggests that tests should yield comparable results across different groups, which is problematic as it disregards the influence of societal inequities on student performance.

Unfair societal treatment can lead to performance differences that are reflected in test scores.

Testing must be free from bias in content and procedures to accurately measure what it intends to.

The appropriate use of test scores is important for fairness, ensuring that results aren't misinterpreted or used to make unjust decisions.

It's crucial to distinguish between potential bias in test content and unfair uses of test results.

Evaluating test content requires understanding the intended measurement and factors that may distort performance.

Adequacy of opportunity to learn is a key aspect of fairness, determining whether students have been provided with equal access to learn the material being assessed.

The idea that test scores should be adjusted to account for potential biases against minority groups.

The use of standardized tests to determine eligibility for educational and vocational programs can be controversial, especially when it comes to minority groups.

When test scores are used to identify National Merit Scholars, the differences in average scores between males and females have raised concerns about potential gender bias.

The presence of a difference in average test scores between groups does not necessarily indicate bias. It could be due to other factors, such as different levels of preparation or opportunity.

The belief that what is assessed is what students will prioritize and learn, suggesting that tests shape what teachers teach and students learn.