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Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio
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Mohamud, Abdinur; Fleck, Dan – Theory Into Practice, 2010
The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic…
Descriptors: Academic Achievement, Second Language Learning, Language Proficiency, Alignment (Education)
Assessment of Progress in the General Curriculum for Students with Disabilities
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Browder, Diane M.; Wakeman, Shawnee; Flowers, Claudia P. – Theory Into Practice, 2006
Legislative initiatives and federal regulations require states to provide students with disabilities access to the general curriculum and to include all students in state assessment systems. Assessing the progress in the general curriculum for students with disabilities challenges states to determine how academic standards apply to all students…
Descriptors: Federal Legislation, Educational Policy, Curriculum Evaluation, Disabilities
Mapping the Landscape of High-Stakes Testing and Accountability Programs.
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Goertz, Margaret; Duffy, Mark – Theory into Practice, 2003
Describes the types of state assessment and accountability policies in place when Congress enacted the No Child Left Behind (NCLB) Act of 2001, noting how districts in eight states responded to these policies and identifying four challenges facing states and districts as they implement the NCLB (e.g., the need to expand the size and scope of state…
Descriptors: Access to Education, Accountability, Educational Legislation, Educational Policy
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs.
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Abrams, Lisa M.; Pedulla, Joseph J.; Madaus, George F. – Theory into Practice, 2003
Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Evaluation Methods
High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure?
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Horn, Catherine – Theory into Practice, 2003
Examines research on high stakes testing and its relationship to student outcomes, presenting data from Massachusetts and North Carolina on state trends related to high stakes testing. Findings suggest that non-white, non-Asian students, and students with special needs and English language learners, are the groups most deeply affected by high…
Descriptors: Disadvantaged Youth, Elementary Secondary Education, Evaluation Methods, High Stakes Tests
Large-Scale Assessments Combined with Curriculum Alignment: Agents of Change.
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McGehee, Jean J.; Griffith, Linda K. – Theory into Practice, 2001
Examines the high stakes of large-scale mathematics assessment practices and ways in which they are agents of change, focusing on: types of instruments used; how test design informs instructional practice; how dissemination of test information informs instructional practice; and who is responsible or accountable for results. (SM)
Descriptors: Accountability, Curriculum Development, Elementary Secondary Education, Evaluation Methods