We need this information for identifying new important outcomes of schooling that can be used in teacher evaluation.
Hi Sania,
you may find the following helpful:
Regards,
http://growthmindseteaz.org/files/RC2003_Hattie_TeachersMakeADifference_1_.pdf
http://growthmindseteaz.org/files/Influencesonstudent2C683_1_.pdf
The job of a teacher is to be faithful to authentic student learning. Currently, it is fixated on results from one test, from one day, given near the end of the school year. And, yes, that is data that can be useful, however, we teachers spend the entire year collecting all sorts of immediate and valuable information about students that informs and influences how we teach, as well as where and what we review, re-adjust, and re-teach.
Dear Sania,
Dear All,
Without knowing the scientific field, the aim of the subject and the ars poetica of the teacher not to speak on the kind of standardized tests as well as the students’ characteristics one is hunting a black cat in a totally dark room.
Andras,
Your response is poetically stated and deep. Still I think Sania might find some use in narrowing the topic and focusing on one aspect of the dark room and identifying a means of capturing some aspect of the cat.
Janet
Dear Janet!
you'r right.Bit confused with sir Andrass point of view.it might be confusing on the other hand he elaborated precisely hitting exact words.
Sania,
Have you read the book Mindset by Carol Dweck (2006)? There is new research into the area of school Mindset that addresses the exact issues you are considering. Here is a great article for your consideration:
http://ccsr.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school
It covers everything you can imagine and then some. The references in the back are a great resource. Also the following website may be of some interest to you. There is a survey called What's My School Mindset? that covers the variables influencing student learning within context of the school.
http://community.mindsetworks.com/
http://www.mindsetworks.com/webnav/whatismindset.aspx
Janet
We need a holistic and balance assessment, meaning our report should consistently measures the all aspects of a balance and holistic covered cognitive, affective, behaviour (psychomotor), and the spiritual (soul). Tq
Sania; look for teacher expectations' influence on student outcomes as well. Woolfolk's Psychology in Education is a good general source for this. Moreover, you could look into how Piaget defines the perfect conditions for learning. You should also make a distinction between intrinsic and extrinsic motivation to do well on standardised testing :)
you might enjoy reading a book called Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. William Morrow/HarperCollins. ISBN 0-06-073132-X.
as I seam to remember there was a section on test score manipulation detection.
Two things: teachers should not influence the performance of students in any assessment except in terms of preparing them for it through excellent teaching. Finding out other outcomes is always possible, but needs to planned for. Each assessor must decide the domain of learning for which they want to assess and plan for that accordingly.
The problem with all assessment is that they only measure surrogates for those outcomes we value in education, which is I believe the key point of your question. The amount of knowledge someone has in a subject, the bility to solve a paper and pencil maths problem, the ability to choose a correct answer from a multiplechoice test are VERY poor measures of effective education. The best way to measure the important outcomes is in action, in meaningful contexts. As you intimate, describing these attributes is difficult otherwise it would have been done well before this. Does anyone else have any suggestions for descriptions of meaningful outcomes?
Sania, standardized tests may contain a bias on the part of those who built and sometimes that bias can lead us to induce students to respond in certain ways.
Under this circumstance some students do not even read the questions or test questions and yet respond quickly.
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Sania, las pruebas estandarizadas pueden contener un sesgo de parte de quien las construye y a veces ese sesgo nos puede llevar a inducir a los estudiantes a responder con determinada manera.
Bajo esta circunstancia algunos estudiantes ni siquiera leen las cuestiones o preguntas del test y a pesar de ello responden con rapidez.
I believe that you can learn how teachers Influence student performance by studying the 2007 McKinsey report
http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf
McKinsey studied 25 of the world’s school systems, including 10 of the top performers. The experience of these top school systems suggest that three things matter most:
- Getting the right people to become teachers;
- Developing them into effective instructors; and
- Ensuring the system is available to deliver the best possible instruction for every child.
Even though the report does not address directly the influence of Standardized Tests, the principles are the same.
The other issue of other student outcomes: It is difficult to asses outcomes that are not standardized, since most of them are subjective. Still you can find some articles written about this subject for example: http://ped.state.nm.us/ped/NMTeachDocs/Alternative%20Measures%20of%20Student%20Achievement.pdf
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