July 10, 2017
Research recognizes the power of assessment to amplify learning and skill acquisition. Assessing students is a fundamental ingredient of effective teaching. It is the tool that enables teachers to measure the extent to which a student or group of students have mastered the material taught in a lesson or a class or during the school year, and it gives instructors the necessary information to modify instruction when progress falters. Assessment affects decisions about grades, placement, advancement, instructional strategies, curriculum, special education placement, and funding. It works to improve instruction in the following ways: (1) as a diagnostic tool, (2) by providing feedback on progress measured against benchmarks, (3) as a motivating factor, and (4) as an accountability instrument for improving systems.
Citation: States, J., Detrich, R. & Keyworth, R. (2017). Overview of Education Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.
June 13, 2017
Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.
Citation: States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.
May 12, 2017
Treatment Integrity Strategies Overview
Student achievement scores in the United States remain stagnant despite repeated attempts to reform the education system. New initiatives promising hope arise, only to disappoint after being adopted, implemented, and quickly found wanting. The cycle of reform followed by failure has had a demoralizing effect on schools, making new reform efforts problematic. These efforts frequently fail because implementing new practices is far more challenging than expected and require that greater attention be paid to how initiatives are implemented. Treatment integrity is increasingly recognized as an essential component of effective implementation in an evidence-based education model that produces results, and inattention to treatment integrity is seen as a primary reason new initiatives fail. The question remains, what strategies can educators employ to increase the likelihood that practices are implemented as designed? The Wing Institute overview on the topic of Treatment Integrity Strategies examines the essential practice elements indispensable for maximizing treatment integrity.
Citation: States, J., Detrich, R. & Keyworth, R. (2017). Overview of Treatment Integrity Strategies. Oakland, CA: The Wing Institute. http://www.winginstitute.org/effective-instruction-treatment-integrity-strategies.
April 19, 2017
Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom (2017)
Seeing Students Learn Science is a guidebook meant to help educators improve the way in which students learn science. The introduction of new science standards across the nation has led to the adoption of new curricula, instruction, and professional development to align with the new standards. This publication is designed as a resource for educators to adapt assessment to these changes. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information.
Citation: Beatty, A., Schweingruber, H., & National Academies of Sciences, Engineering, and Medicine. (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: National Academies Press.
March 21, 2017
The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students
This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.
Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.
February 23, 2017
1 in 5 Public School Students in the Class of 2016 Passed an AP Exam
The number of students taking Advanced Placement (AP) tests has grown to more than 2.5 million students annually. Overall test scores have remained relatively constant despite a 60% increase in the number of students taking AP exams since 2006. In school year 2015–16, 20% of students taking an AP test passed and were eligible for college credit. The College Board also reports a continuing trend in the significant increase in the number of low-income students participating in the program. Unfortunately, this trend may be negatively impacted by changes in funding. The federal grant program subsidizing AP tests for low-income students has been replaced by block grants in the Every Student Succeeds Act. These funds may still be applied to subsidize low-income populations but are not mandated for this purpose as in the past.
Zubrzycki, J. (2017). 1 in 5 Public School Students in the Class of 2016 Passed an AP Exam. Education Week.
College Board Advance Placement Data: https://research.collegeboard.org/programs/ap/data/participation/ap-2016
July 11, 2016
Adequate yearly progress reports by state –
http://www.schoolsmatter.info Read More…
July 11, 2016
Accountability measures for special education impacted by calculation methods.- Download the report
December 11, 2014
This opinion piece by Robert Slavin questions the effectiveness of how test-based accountability is currently been employed in the United States. Slavin doesn’t question the use of high stakes testing as a valuable tool for identification of poorly performing students and schools. Read More…
November 19, 2014
This commentary addresses concerns regarding the application of value-added modeling commonly used to evaluate teachers as well as implications for the use of these metrics to assess graduates of preparation programs. Read More…