A Study of the Pennsylvania System of School Assessment and Its Effect on Instruction and Curriculum of Middle School Language Arts Teachers PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of the Pennsylvania System of School Assessment and Its Effect on Instruction and Curriculum of Middle School Language Arts Teachers PDF full book. Access full book title A Study of the Pennsylvania System of School Assessment and Its Effect on Instruction and Curriculum of Middle School Language Arts Teachers by Sue Cathcart. Download full books in PDF and EPUB format.
Author: Sue Cathcart
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 260
Get Book Here
Book Description
Author: Sue Cathcart
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 260
Get Book Here
Book Description
Author: George Hight
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 116
Get Book Here
Book Description
A qualitative study investigated the influence of Pennsylvania System of State Assessment (PSSA) requirements on instructional practices of middle school teachers. Data were obtained from a survey instrument given to 54 middle school teachers in four school districts located in Southeastern Pennsylvania. In addition, perceptions of 10 teachers selected from those who volunteered to participate in an oral interview, were evaluated. Analysis and interpretation of items from the questionnaire identified changes in teachers' instructional practices that were confirmed through personal interviews. Outcomes revealed that middle school teachers submitted to external and internal pressures to prepare students to meet state testing requirements. A majority of teachers relied on lecture as a best practice while 34 respondents incorporated supplemental materials to enhance performance on the Science PSSA. For example, participants claimed increased use of writing assignments, open-ended responses, and lab experiments in favor of former practices, such as: use of worksheets, journaling, true-false questions, and portfolios to augment science instruction. Subjects also raised concerns regarding the reading level of state assessments and commented on the irregularity of Pennsylvania's science testing cycle. Overall, 36 teachers suggested that the Pennsylvania State Science Assessment is not a useful tool in evaluating student mastery of state mandated curricula.
Author: Daniel F. McCaffrey
Publisher: Rand Corporation
ISBN: 0833044435
Category : Education
Languages : en
Pages : 129
Get Book Here
Book Description
Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.
Author: Patricia Sarappo Britton
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 158
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Get Book Here
Book Description
Author: Barry L. Flicker
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 113
Get Book Here
Book Description
This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.
Author: Naomi Bowen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
Get Book Here
Book Description
The purpose of this research was to determine if the Pennsylvania Value-Added Assessment System Average Growth Index (PVAAS AGI) scores, derived from standardized tests and calculated for Pennsylvania schools, provide a valid and reliable assessment of teacher effectiveness, as these scores are currently used to derive 15% of the annual effectiveness rating assigned to PVAAS eligible mathematics and English language arts teachers. The research also sought to determine if teacher perceptions indicate that the validity and reliability of the PVAAS AGI score included in the Classroom Rating Tool is important. The PVAAS AGI scores, average Normal Curve Equivalent (NCE) scores, and demographic data from 260 Pennsylvania middle schools serving grades six through eight were utilized to determine the extent to which PVAAS AGI scores assigned to a school change statistically over time and if there is a relationship between the PVAAS AGI in mathematics or English language arts for each school and the percentage of economically disadvantaged, learning disabled, English language learners, and minorities attending the school. A Likert scale survey of twenty PVAAS eligible teachers of mathematics and English language arts employed in two middle schools serving grades six through eight in the same district yielded information regarding teacher perceptions. Results of this study indicated that the mean gains for PVAAS AGI scores significantly decreased from 2013 to 2016 for all schools, regardless of achievement level, in both mathematics and English language arts. The demographic variables analyzed did not impact PVAAS AGI scores for schools. Teacher morale was significantly negatively impacted by the inclusion of PVAAS AGI scores in the Classroom Rating Tool, the Pennsylvania mandated rubric utilized to measure teacher effectiveness. Additionally, teachers indicated that they believe important decisions such as changes to instructional practices and scheduling are made based on PVAAS AGI, even though teachers do not understand how it is calculated or trust the validity of PVAAS AGI scores. The literature review surfaced concerns regarding how the average NCE scores are treated in the PVAAS statistical model, as certain treatment of these scores could potentially force invalid results. The literature review also revealed that the Data Recognition Corporation (DRC), the company that designs the standardized tests from which the data utilized in the PVAAS statistical model is derived, has warned that scores at the maximum and the minimum end of the scale may not be accurate due to the design of their test. This is a matter of interest due to the fact that the SAS Institute claims that the tests utilized by their model must be able to measure the performance of students at the lowest and highest ends of the achievement spectrum, begging the question of whether it is even possible for the PVAAS model to accurately determine student growth. Finally, discrepancies in the reported grade levels for schools were found on the state data reporting site.
