Will there be an adjustment to the PARCC assessment time frame OR summative timeline to be able to use other assessment measures over time?
Adjustments to the PARCC or summative timelines are unknown at this time.
Can the timeframe for the post-assessments be moved? My concern is the band/orchestra middle school staff will be traveling to the elementary schools to teach during the general music classes during the month of December and then again in January. Could the post-assessment begin in November?
The post assessment window is selected to show the most growth. Compressing the number of instructional days would disadvantage teachers. We will attempt to determine a fair window that is advantageous to as many teaches as possible.
I would prefer to give the pretest and posttest on a looser schedule. The students will be over tested during the currently scheduled time (8 tests over a 7 day period, according to our presentation today). This doesn't allow students to do their best, and is not best practices for teaching middle school students. In some classes that are more skills-based, it doesn't make sense to pretest and posttest over the entire semester's curriculum. At some point, won't we realize that over testing our kids constantly is not the way to go to further their education?
Based on regulations, we have to establish a consistent pre and post assessment window given existing assessment windows. We will take into consideration calendar issues and timing with other assessments.
Has the developmental nature of young children been taken into account with the short window of data collection (from September to December)?
The assessment window is driven by our contract, therefore finding assessments that measure change within the window is important. Developmentally, one must find an aspect of child functioning that changes and is measurable between assessment windows.
End of first semester growth is bothersome, since student growth is huge during 3rd quarter. What are the chances that student progress and success will be tied to what is best for students rather than what is best for evaluation schedules?
Based on the language of our current contract, the growth window will be fall to winter.
For kindergarten and first grade teachers, we often do not know a lot about our students at the beginning of the year. It is difficult to determine their growth potential when we do not have the academic history of each student that the upper grades have for their students.
Find an opportunity to explore with assessment and take advantage of a two year start to develop familiarity and expertise with the process. Develop and administer assessments now to determine their appropriateness and sensitivity to growth.
Adjustments to the PARCC or summative timelines are unknown at this time.
Can the timeframe for the post-assessments be moved? My concern is the band/orchestra middle school staff will be traveling to the elementary schools to teach during the general music classes during the month of December and then again in January. Could the post-assessment begin in November?
The post assessment window is selected to show the most growth. Compressing the number of instructional days would disadvantage teachers. We will attempt to determine a fair window that is advantageous to as many teaches as possible.
I would prefer to give the pretest and posttest on a looser schedule. The students will be over tested during the currently scheduled time (8 tests over a 7 day period, according to our presentation today). This doesn't allow students to do their best, and is not best practices for teaching middle school students. In some classes that are more skills-based, it doesn't make sense to pretest and posttest over the entire semester's curriculum. At some point, won't we realize that over testing our kids constantly is not the way to go to further their education?
Based on regulations, we have to establish a consistent pre and post assessment window given existing assessment windows. We will take into consideration calendar issues and timing with other assessments.
Has the developmental nature of young children been taken into account with the short window of data collection (from September to December)?
The assessment window is driven by our contract, therefore finding assessments that measure change within the window is important. Developmentally, one must find an aspect of child functioning that changes and is measurable between assessment windows.
End of first semester growth is bothersome, since student growth is huge during 3rd quarter. What are the chances that student progress and success will be tied to what is best for students rather than what is best for evaluation schedules?
Based on the language of our current contract, the growth window will be fall to winter.
For kindergarten and first grade teachers, we often do not know a lot about our students at the beginning of the year. It is difficult to determine their growth potential when we do not have the academic history of each student that the upper grades have for their students.
Find an opportunity to explore with assessment and take advantage of a two year start to develop familiarity and expertise with the process. Develop and administer assessments now to determine their appropriateness and sensitivity to growth.
