America's Failing Schools: How Parents and Teachers Can Cope by W. James Popham

America's Failing Schools: How Parents and Teachers Can Cope by W. James Popham

By W. James Popham

In America's "Failing" faculties, W. James Popham presents mom and dad and lecturers motives of No baby Left at the back of as a complete, strolling them during the implications for standardized checking out particularly, in language that's easy and easy. Popham deals definitions of the legislations and its key phrases, factors of what it fairly potential while a college is classified "failing," and urban feedback for what will be performed in reaction.

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Extra info for America's Failing Schools: How Parents and Teachers Can Cope With No Child Left Behind

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I’ll dig more deeply into the nature of content standards later, in chapter 6. Next, a teacher plans and carries out lessons that the teacher hopes will help students master the content standards that have been selected. This is what happens in the classroom and it can be described as teaching (or, if you prefer, as instruction). Typically, then, after the instruction has been concluded, students are assessed to see how well they have mastered the knowledge and skills that were promoted during instruction.

If inappropriate content standards are chosen (for example, curricular aims that are trifling or those that are far too difficult for the students), then it’s certain that educators’ instructional efforts won’t lead to what they’re supposed to—namely, well-educated boys and girls. Two Types of Test-Based Inferences The second assessment concept you need to know deals with the two types of test-based inferences that educators make regarding their students. Those inferences, and the way that students’ performances are reported to parents, must either be relative or absolute.

Educational tests, when taken by students, produce scores, and human beings then make inferences about what those scores mean. But human beings, as we know all too well from experience, have been known to make mistakes! If you understand that it is someone’s interpretive judgment about what a test performance signifies—and not the test itself—that’s either valid or invalid, you’ll realize people’s judgments may or may not be accurate. The first relevant concept, then, is that the fundamental purpose of educational assessment is to permit teachers (or parents) to arrive at valid (that is, accurate) inferences about students’ knowledge or skills.

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