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Status Report

Kentucky. Department of Education. Bureau of Administration and Finance. Division of Finance

Published: 1962

Total Pages: 70


Get eBook

Status Report

Kentucky. Department of Education. Bureau of Administration and Finance. Division of Finance

Published: 1964

Total Pages: 72


Get eBook

In recent years, in an effort to avoid the degradation of instruction and inflation of test scores that often occurred when educators were held accountable for scores on multiple-choice tests, policymakers have experimented with accountability systems based on performance assessments. The Kentucky Instructional Results Information System (KIRIS), which rewarded or sanctioned schools largely on the basis of changes in scores on a complex, partially performance-based assessment, was an archetype of this wave of reform. It is not a given, however, that performance assessment can avoid the inflation of scores that arises when teachers and students focus too narrowly on the content of the assessment used for accountability rather than focusing on the broad domains of achievement the assessment is intended to measure. Accordingly, this study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. External evidence of validity--that is, comparisons to other test data--suggests that KIRIS gains were substantially inflated. Even though KIRIS was designed partially to reflect the frameworks of the National Assessment of Educational Progress (NAEP), large KIRIS gains in fourth-grade reading from 1992 to 1994 had no echo in NAEP scores. Large KIRIS gains in mathematics from 1992 to 1994 in the fourth and eighth grades did have some echo in NAEP scores, but Kentucky's NAEP gains were roughly one-fourth as large as the KIRIS gains and were typical of gains shown in other states. The large gains high-school students showed on KIRIS in mathematics and reading were not reflected in their scores on the American College Testing (ACT) college-admissions tests. KIRIS science gains were accompanied by ACT gains only one-fifth as large. Internal evidence of validity--that is, evidence based on patterns within the KIRIS data themselves--was more ambiguous but also provided some warning of likely inflation, particularly in mathematics. For example, schools that showed large gains on KIRIS also tended to show larger than average discrepancies in performance between new and reused test items, suggesting that teachers had coached students narrowly on the content of previous tests. The findings of this study indicate that inflation of scores remains a risk in assessment-based accountability systems even when they rely on test formats other than multiple choice. There is a clear need to evaluate the results and effects of assessment-based accountability systems, and better methods for evaluating the validity of gains need to be developed.
The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.
This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.