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Direct linkLlosa, Lorena – Language Assessment Quarterly, 2012
Assessing and monitoring student progress is becoming increasingly important in classrooms and for accountability purposes. Yet, in order to interpret changes in assessment results from one year to the next as reflecting differences in underlying ability rather than as variations in the measurement, the assessments used should be measuring the…
Descriptors: Factor Analysis, English (Second Language), Second Language Learning, Longitudinal Studies
Download full textThissen, David; Norton, Scott – American Institutes for Research, 2013
Development of the Common Core State Standards (CCSS), and the creation of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC), changes the pattern of accountability testing. These changes raise the question: "How should NAEP's validity and utility be…
Descriptors: National Competency Tests, Psychometrics, State Standards, Academic Standards
Council of the Great City Schools, 2008
The Seattle Public Schools serve one of the most diverse student bodies in the nation. The school system's enrollment represents many racial and ethnic groups and includes students from around the world who come to Seattle speaking many languages and families who came to the city generations ago. The challenge facing Seattle and all other major…
Descriptors: Urban Schools, Public Schools, Ethnic Groups, State Standards
Mazza, Lynn – ProQuest LLC, 2010
The No Child Left Behind Act is a mandate from the federal government for education to increase student performance and school accountability. As a result of this mandate, many states have issued the use of high-stakes standardized tests as a means of monitoring schools' accountability. New York State administers the English Language Arts (ELA)…
Descriptors: Intervention, Federal Legislation, Language Arts, Standardized Tests
Rosemary, Catherine A.; Roskos, Kathleen A.; Landreth, Leslie K. – Guilford Publications, 2007
This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant.…
Descriptors: Professional Development, Early Childhood Education, Literacy Education, Reading Instruction
