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Beginning With Living Stories
Published in D. Jean Clandinin, Engaging in Narrative Inquiry, 2023
I understand the challenges of working within the curriculum-as-planned to attend to youth and their families’ living curriculum, particularly with increased high-stakes testing and a heavy mandated curriculum to enact. However, if ceremonies are to be educative (Dewey, 1938), rather than mis-educative, I must stay awake to how I might lovingly “world”-travel (Lugones, 1987) to the different “worlds” the youth and their families live in and live out. It is important to open spaces where students can both share and experience a spirit of belonging in the classrooms where I teach.
The Web in Education: Asset or Liability?
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Cleborne D. Maddux, D. LaMont Johnson
The extent of the criticism we now face was illustrated to me recently in a memo from our dean to the faculty of our college. This memo summarized the topics covered in only a few of the meetings he had attended that week. These included school improvement, stability of staffing, training school leaders, public engagement, parental involvement, funding for educational technology, high-stakes testing, academic standards, class size reduction, differentiated staffing, professional development, teacher mentoring and induction, and Title II state reportcard requirements. Those reading this article could no doubt easily add substantially to this already imposing list.
Measuring Facets Beyond Ability and Difficulty
Published in Trevor G. Bond, Zi Yan, Moritz Heene, Applying the Rasch Model, 2020
Trevor G. Bond, Zi Yan, Moritz Heene
Why then, in important evaluation situations, do we continue to act as though the judge, rater, or examiner has merely a benign role? On a personal level, we might try to avoid the tough marker, complain that some judges are biased against us, or avoid the examiner’s specialist topic, but we might as well face it; in high-stakes testing, we often have the suspicion that the marker, not the candidate or the test, might mean the difference between pass and fail, that the scorer, rather than the performance, determines who is awarded the silver medal, and who gets gold.
From Pre-Service to Professional Teaching: A Longitudinal Study of Two LGBTQ+-identifying First-Year Elementary Teachers’ Experiences
Published in Journal of Homosexuality, 2022
The high stakes testing environments present in public schools, particularly under-resourced urban schools where each of the teachers worked, also contributed to the lack of opportunities for Lindsay and David to teach themes related to LGBTQ+ and diverse topics. Both participants expressed that there was a divide between the high stakes testing environment present at their schools and the goal of queering education. Both Lindsay and David expressed that in these environments certain types of knowledge were privileged by the tests, and therefore their schools. Because they taught in schools who were monitored closely for achievement and student growth (because historically the schools had low scores on achievement tests), both participants said that the high-stakes testing environment called for a specific type of knowledge that was not necessarily congruent with teaching and incorporating themes of diversity and community. Both participants reported issues of “time constraints,” “success of tests tied to their pay and teaching evaluations,” “high stress environment around testing outcomes,” and “pressure to raise achievement and meet goals” (Interviews, 2016).
Opening the Educational Leadership Door: Promoting the Collaboration of OBM and Education
Published in Journal of Organizational Behavior Management, 2021
Natalie R. Starling, Carly Vissicchio, Katharine Grottke
The current state of educational systems is a driver of our encouragement, particularly as “(c)uts in school funding loom everywhere, even as schools are subjected to increasingly competitive market pressures and held to higher levels of accountability for student achievement” (National Policy Board for Educational Administration [NPBEA], 2018, p. 1). Yet, as Johnson (2015) posited, this pressure and emphasis on student achievement as the target behavior, along with the spotlight on educator quality and the outcome measures of high-stakes testing results, oversimplifies the challenges and problems within education by adopting too narrow a focus. We support Johnson’s (2015) call to shift this focus and concur that “broader application of behavior analysis concepts and principles could provide significant solutions (in education)” (Johnson, 2015, p. 137). We emphasize the continued need for the integration of behavior analysis and examine these issues in the context of educational settings as workplaces.
How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory
Published in Medical Teacher, 2020
Stefan K. Schauber, Martin Hecht
As already noted, pass-fail decisions carry some of the most critical consequences in medical education. Typically, those decisions represent evaluations of each individual’s proficiency. Such judgments on whether or not a given particular student is sufficiently competent is the main purpose in typical high stakes testing contexts in medical education (Eva and Hodges 2012). In order to make such a judgment, individual test scores are compared to a purposefully set cut-score, which usually represents a minimum acceptable level of ability (for methods related to setting defensible cut-scores, see Cizek 2012, or McKinley and Norcini 2014). The procedure is simple: if a student’s test score is above the cut-score, she passes the exam; if not, she fails. In this manner, students are classified as being sufficiently competent to proceed with their studies or enter medical practice. From a psychometric perspective, pass-fail decisions can be understood as an individual-level classification. Hence, the important statistic to provide when justifying a pass-fail decision is the reproducibility of this individual-level classification.