Testing Learner Performance
Author: Nicole Marie Sartin
EDU645: Learning & Assessment for the 21st Century
Ashford University, Clinton Ohio
Instructor: Dr. Bridget Griggs
September 30, 2013
Overview
Perhaps you don't need a business plan to start a hobby or network with a group of friends after work, but if you are deciding to develop a business in order to make money or produce a new product to market, then developing a business plan is an essential component for the venture. In business, anybody beginning or extending a venture that will consume significant resources of money, energy or time, and that is expected to return a profit should have some kind of a business plan. Today, there are several books and classes available to teach entrepreneurs the art of business plan writing. But how can you tell if students taking a course in business writing will be able to produce effective business plans upon graduation? As any educator will attest, one of the primary goals of education is to ensure that students are capable of completing tasks. That goal can be tested in many ways.
This research paper will outline a hypothetical assessment plan to measure the effectiveness of a lesson plan meant to teach students how to write a business plan. Furthermore, this paper will explain the selection of assessment context, evaluate a holistic rubric, and define the testing constraints. In the end, this paper will demonstrate the use of assessment tools to promote learner performance for just about any lesson geared towards teaching students a specific task.
Lesson Plan: Business Plan Writing 101
This course is module one of a Six-Module Business Diploma Program for students with a high school degree seeking further education in business administration. This course introduces the essential concepts of writing a business plan. Students achieve an understanding of the purpose of a business plan, how to write an effective business plan, and how to use it for the benefit of a company.
Learning Objectives:
• Assess the purpose of a business plan and its importance to an organization.
• Determine ways to use a business plan for the benefit of a company.
• Students will develop a hypothetical business plan.
Learning Outcome:
• Demonstrate an understanding of how to write a professional business plan which positively highlights a business for acceptance by investors.
Testing:
• Students will be asked to define the importance and functions of a business plan.
• Students will be tested on the components and structure of a business plan.
• Students will be tested on their ability to effectively write a business plan.
Hypothetical Assessment
Most educators would agree that learning often requires students to engage in problem-solving activities. Thus, knowledge can be attained not just by receiving information, but also by interpreting the information and relating it to the student's knowledge base. Therefore, what should be assessed is the learner's ability to organize, structure, and use information in context to solve complex problems. As Grant Wiggins, EdD, President and director of programs for Relearning by Design for students in New Jersey, said, "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do" (2013). In this hypothetical assessment, we will utilize standardized testing during the course and summative test at the end of the course with constraints.
Standardized Testing
During the course, students will be given two standardized tests consisting of true/false and multiple choice questions to test their knowledge of a professional business plan. Since standardized tests are administered and scored in a consistent, or "standard", manner and designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are also consistent, we will this type of assessment tool to ensure accuracy and consistency throughout the course.
Summative Testing
In an educational setting, summative assessments are typically used to assign students a course grade. Since summative assessments are purely evaluative and carried out at the end of a course or project, we will use summative testing to ensure the validity of learner performance. As a result, the summative test will act as a final measurement of learner performance upon completion of the course.
Testing Constraints:
A. Students will be given two standardized tests, each with a 90-minute time limit. Test questions will consist of true/false and multiple choices in order to demonstrate knowledge of a professional business plan. Tests will be administered throughout the course in class.
B. Students will be given a summative test upon the completion of the course. The test will ask students to write a hypothetical business plan based upon a specified scenario. Students will have two days to complete and submit the assignment.
By administering both standardized and summative testing along with the testing constraints, we can ensure high consistency and high reliability to yield a valid and accurate assessment of learner performance.
Holistic Rubric
Generally defined, a rubric is a multidimensional set of scoring guidelines that can be used to provide consistency in evaluating student work. (1994) Specially, they spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. In this hypothetical assessment, we will use a Holistic Critical Thinking Rubric to score the final summative test of the student’s ability to write an effective business plan. In contrast to an analytic rubric, a Holistic Critical Thinking Rubric does not list separate levels of performance for each criterion. Instead, this holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. Below is a detailed outline of the Holistic Critical Thinking Rubric for this assessment:
4 Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies the salient business concept (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3 Does most or many of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies relevant business concept (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
2 Does most or many of the following:
• Misinterprets evidence, statements, graphics, financials, questions, etc.
• Fails to identify strong business concept and relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
1 Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, financials, questions, etc. information, or the points of view of others.
• Fails to identify business concept or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason.
Why use a Holistic Critical Thinking Rubric?
Holistic scoring requires focus and a fluid thought process. In any essay, presentation, or clinical practice setting many elements must come together for overall success: critical thinking, content knowledge, and technical skill or craftsmanship. (1994) Deficits or strengths in any of these can draw the attention of the rater. It is for this reason that the Holistic Rubric approach was chosen as the final assessment tool for this hypothetical analysis. More importantly, this four-level Holistic Critical Thinking Rubric treats critical thinking as a set of cognitive skills supported by certain personal dispositions since the evaluation is based upon effectively writing a business plan. Thus, the assessment centers on evaluating the student’s ability to critically detail a business concept; outline financial highlights and requirements; outline the competition and defend the company’s potential for success despite a saturated market and list any achievements or strengths including marketing of new products. In other words, the student is not being evaluated on whether or not he/she understands the components of a professional business plan, but rather how well he/she leverage a professional business plan to strategically organize information which positively highlights the business for acceptance by investors. Critical thinking is not typically something that a standardized test can accurately measure. To reach a judicious, purposive judgment a good critical thinker engages in analysis, interpretation, evaluation, inference, explanation, and meta-cognitive self-regulation. The best way to measure such critical cognitive skills is to employ a holistic critical thinking rubric. With this approach, an educator can be assured that students will meet the learning objective if they apply themselves properly.
Conclusion
As educators continue to teach, how do they ensure that their students are actually learning the concepts in order to be effective producers upon graduation? As outlined in this research paper, educators can utilize standardized and summative testing to measure learner performance.
Additionally, educators can employ assessment tools such as a Holistic Critical Thinking Rubric to measure the critical thinking skills of their students. As a result, students will not only learn core objectives and comprehend curriculum concepts; they will be able to affectively demonstrate the learning outcome in a real-world environment.
Ultimately, educators can feel confident that their students will receive a qualified learning experience if they properly engage themselves.
References
Facione, Peter A. and Facione, Noreen C. (1994). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction; California Academic Press; 217 La Cruz Ave., Millbrae, CA 94030. (PAF49:R4.2:062694)
Key, James P. (1997) Research Design in Occupational Education; Published by Oklahoma State University.
Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th Ed.). John Wiley & Sons, Inc., Hoboken, NJ.
Miller, Andrew. (2013) Critical Assessment Ideas from PBL World. Published by The George Lucas Educational Foundation; retrieved from: http://www.edutopia.org/blog/critical-assessment-ideas-pbl-world-andrew-miller
Wednesday, October 9, 2013
Thursday, October 3, 2013
Compare and contrast formative and summative assessment. What is the purpose of each, as it relates to learning? How might an educator use each to reflect on his or her teaching strategies?
Formative & Summative Assessment Comparison
Author: Nicole Marie Sartin
Ashford University, Clinton Ohio
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Bridget Griggs
Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. (2013) Furthermore, formative assessments typically involve qualitative feedback rather than scores of content and performance for both the teacher and the student. The purpose of this assessment is to support learning during the learning process. Specifically, formative assessments are meant to guide the teachers’ decision making about future instruction while providing useful feedback to the students so that they are able to make improvements. For example, a teacher may ask her students to write down, in a brainstorm activity, all they know about how hot-air balloons so that she can discover what students already know about the area of science that she is intending to teach.
In contrast, summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. A summative assessment aims to summarize learning up to a specific point. Typically, upon completion of a unit of work, the learner sits for a test and the teacher marks the test and assigns a score. These tests may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Teachers may use this test to examine whether or not the learners were able to learn what they were supposed to learn after instruction. Summative assessment does not bother to assess "how they did," but more importantly, by looking at how the learners performed, it provides information as to whether the instructor teaches what they were supposed to teach.
Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.
Reference
Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement: Classroom application and practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Author: Nicole Marie Sartin
Ashford University, Clinton Ohio
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Bridget Griggs
Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. (2013) Furthermore, formative assessments typically involve qualitative feedback rather than scores of content and performance for both the teacher and the student. The purpose of this assessment is to support learning during the learning process. Specifically, formative assessments are meant to guide the teachers’ decision making about future instruction while providing useful feedback to the students so that they are able to make improvements. For example, a teacher may ask her students to write down, in a brainstorm activity, all they know about how hot-air balloons so that she can discover what students already know about the area of science that she is intending to teach.
In contrast, summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. A summative assessment aims to summarize learning up to a specific point. Typically, upon completion of a unit of work, the learner sits for a test and the teacher marks the test and assigns a score. These tests may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Teachers may use this test to examine whether or not the learners were able to learn what they were supposed to learn after instruction. Summative assessment does not bother to assess "how they did," but more importantly, by looking at how the learners performed, it provides information as to whether the instructor teaches what they were supposed to teach.
Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.
Reference
Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement: Classroom application and practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Wednesday, October 2, 2013
My Philosophy on Education
Author: Nicole Marie Sartin
Ashford University
EDU 623: Introduction to Teaching & Learning
Instructor: Dennis Lawrence
My Philosophy on Education
8/8/13
How do children learn? Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. While some conclude that a child’s education is dependent upon good parenting and socioeconomic factors. Research shows that providing a high quality education for children before they turn five yields significant long-term benefits. (2009)
Thanks to Hillary Clinton’s famous use of the African proverb in 1996, "It takes a village to raise a child," the debate over the role of government and communities in supporting families and children has become a focal point. As an only child of divorced, minority parents my philosophy on education is similar to Piaget’s theory: “children learn by doing”. Furthermore, since all children learn differently, education is a process that must be stimulated, encouraged and fostered by parents, teachers, role models and community leaders.
My mother played an integral role in my education. She insured that my playtime was geared towards learning and development. While I had a few dolls and an Easy-Bake-Oven, most of my toys were educational. I belonged to a children’s book club which sent a new Dr. Seuss book to our home each month. My mom also took me to the library on a regular basis for finger-painting activities, reading events and puppet-shows. She was on first-name basis with the librarian and I had my own library card just as I started walking. Needless to say, I was speaking, reading and writing at an early age. During this time, I attended a private pre-school which lead to an elementary school which was known for teaching exceptional young children.
At the age of ten, my parents had divorced and I attended public school with my father from junior high until graduating high school. I must admit that public school was a lot easier for me and I did not study nearly as much as I my teachers requested. But I was still an avid reader and an active member of the drill-team, glee, speech and debate, music and drama clubs in school. Despite my academic “laziness”, several of my teachers saw fit to comment on my being an above average student. These teachers not only made sure that my parents knew that I was a good student, but they also saw to it that the administration at my school paid close attention to me. As a result, I managed to remain a good student within the top 80% of my class. I received recognition in school bulletin on a weekly basis, received numerous awards for winning speech debates, was placed in all honors classes and allowed to be an assistant teacher as well as assistant producer to the drama coach. None of these special assignments were due to my being a popular student or maintain a 4.0 GPA. In fact, it wasn’t until I ran for class president and lost that I realized that I wasn’t the only high school “sweetheart”. Needless to say, my popularity or GPA was not what helped me succeed during my junior high and high school years.
As I prepared for graduation, I was chosen to give the Baccalaureate speech at my high to the student body. It was an honor chosen by the administration, not the students. Thus, I took the leadership role very seriously. Graduation meant leaving many of our friends, favorite teachers and mentors to go to college. As I addressed my fellow students, I discussed the paths which lead us to graduation as well as the next steps leading us all to college and adulthood.
For me, college was a natural part of growing-up. Most of my role models were doctors, lawyers, teachers or business owners whom had already completed years of higher learning in order to gain the skills necessary for those occupations. Thus, my parents, mentors and friends all helped me decide which college I would attend after high school.
I chose to study speech communication at the California University of Los Angeles. The school had the best program for my major, an affordable tuition and the format was taught on the quarter system. This meant that I would not need a student loan, could live with my mother and graduate faster than those schools on the semester system. Attending CSULA was a positive learning experience for me. I was fortunate enough to have one of the teachers as a mentor to guide me through the program. During my studies, my mentor facilitated two internships for me with Fleishman-Hillard and Bozell Communications Worldwide. These experiences were invaluable. Both opportunities were paid internships which not only enhanced my learning experience while in school, but also lead to my first job just after graduation. After graduation, I was ready to put everything that I’d learned into practice on my first job.
My learning was stimulated at an early age and my education was encouraged, shaped and fostered for me throughout my entire life. Thus, my philosophy on education is still the same: “children learn by doing”. More importantly, since all children learn differently, education is a process that must be stimulated, encouraged and fostered by parents, teachers, role models and community leaders.
References:
Armstrong, D., Henson, K., & Savage, T. (2009). Teaching today: An introduction to education
(8th ed.). Upper Saddle River, NJ: Pearson.
“Long-Term Benefits of Early Childhood Education". National Education Association. 2013.
Winner, Melinda (28 January 2009). "The Serious Need for Play". Scientific American.
Ashford University
EDU 623: Introduction to Teaching & Learning
Instructor: Dennis Lawrence
My Philosophy on Education
8/8/13
How do children learn? Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. While some conclude that a child’s education is dependent upon good parenting and socioeconomic factors. Research shows that providing a high quality education for children before they turn five yields significant long-term benefits. (2009)
Thanks to Hillary Clinton’s famous use of the African proverb in 1996, "It takes a village to raise a child," the debate over the role of government and communities in supporting families and children has become a focal point. As an only child of divorced, minority parents my philosophy on education is similar to Piaget’s theory: “children learn by doing”. Furthermore, since all children learn differently, education is a process that must be stimulated, encouraged and fostered by parents, teachers, role models and community leaders.
My mother played an integral role in my education. She insured that my playtime was geared towards learning and development. While I had a few dolls and an Easy-Bake-Oven, most of my toys were educational. I belonged to a children’s book club which sent a new Dr. Seuss book to our home each month. My mom also took me to the library on a regular basis for finger-painting activities, reading events and puppet-shows. She was on first-name basis with the librarian and I had my own library card just as I started walking. Needless to say, I was speaking, reading and writing at an early age. During this time, I attended a private pre-school which lead to an elementary school which was known for teaching exceptional young children.
At the age of ten, my parents had divorced and I attended public school with my father from junior high until graduating high school. I must admit that public school was a lot easier for me and I did not study nearly as much as I my teachers requested. But I was still an avid reader and an active member of the drill-team, glee, speech and debate, music and drama clubs in school. Despite my academic “laziness”, several of my teachers saw fit to comment on my being an above average student. These teachers not only made sure that my parents knew that I was a good student, but they also saw to it that the administration at my school paid close attention to me. As a result, I managed to remain a good student within the top 80% of my class. I received recognition in school bulletin on a weekly basis, received numerous awards for winning speech debates, was placed in all honors classes and allowed to be an assistant teacher as well as assistant producer to the drama coach. None of these special assignments were due to my being a popular student or maintain a 4.0 GPA. In fact, it wasn’t until I ran for class president and lost that I realized that I wasn’t the only high school “sweetheart”. Needless to say, my popularity or GPA was not what helped me succeed during my junior high and high school years.
As I prepared for graduation, I was chosen to give the Baccalaureate speech at my high to the student body. It was an honor chosen by the administration, not the students. Thus, I took the leadership role very seriously. Graduation meant leaving many of our friends, favorite teachers and mentors to go to college. As I addressed my fellow students, I discussed the paths which lead us to graduation as well as the next steps leading us all to college and adulthood.
For me, college was a natural part of growing-up. Most of my role models were doctors, lawyers, teachers or business owners whom had already completed years of higher learning in order to gain the skills necessary for those occupations. Thus, my parents, mentors and friends all helped me decide which college I would attend after high school.
I chose to study speech communication at the California University of Los Angeles. The school had the best program for my major, an affordable tuition and the format was taught on the quarter system. This meant that I would not need a student loan, could live with my mother and graduate faster than those schools on the semester system. Attending CSULA was a positive learning experience for me. I was fortunate enough to have one of the teachers as a mentor to guide me through the program. During my studies, my mentor facilitated two internships for me with Fleishman-Hillard and Bozell Communications Worldwide. These experiences were invaluable. Both opportunities were paid internships which not only enhanced my learning experience while in school, but also lead to my first job just after graduation. After graduation, I was ready to put everything that I’d learned into practice on my first job.
My learning was stimulated at an early age and my education was encouraged, shaped and fostered for me throughout my entire life. Thus, my philosophy on education is still the same: “children learn by doing”. More importantly, since all children learn differently, education is a process that must be stimulated, encouraged and fostered by parents, teachers, role models and community leaders.
References:
Armstrong, D., Henson, K., & Savage, T. (2009). Teaching today: An introduction to education
(8th ed.). Upper Saddle River, NJ: Pearson.
“Long-Term Benefits of Early Childhood Education". National Education Association. 2013.
Winner, Melinda (28 January 2009). "The Serious Need for Play". Scientific American.
Tuesday, October 1, 2013
How has history influenced higher education?
Nicole Marie Sartin
Ashford University
EDU623: Introduction to Teaching & Learning
Higher education in America is a product of an extended evolutionary process. Religious economic, educational and societal issues have influenced higher education throughout the history of the United States.
During Colonial times, the notion of higher education in America can be credited to apprenticeship agreements and/or religious training. The first formalized higher learning schools during Colonial times were focused on producing Puritan ministers and clergy.
While religious training dominated higher learning, vocational skills become a prominent topic among American educators as a result of the shift to an industrial economic base. Thus, the Morrill Land Grant Bill was signed by Congress to set federal dollars aside for the establishment of Universities focusing on training students for jobs in agriculture, science, technology and mechanical arts for each state in the US. (1999)
In 1636, Harvard University opened and students studying for the ministry were given free tuition. Next, Yale College as founded in 1701, followed by Princeton University, Stanford University, Brown University, Columbia University and Dartmouth College. While wealthy Philanthropists endowed many of the private institutions, states began funding their own colleges also with a strict emphasis on academics, law and/ or medicine but at lower tuition rates. (1965)
After World War II, Congress passed the GI Bill in 1944 to give men returning from war the opportunity for free education. With industrial production still at an all-time high, The Higher Education Act was enacted in 1965 so that federal scholarships and low-interest loans could be awarded to those students unable to afford tuition fees for higher learning. In addition, local community colleges were established while a separate education bill was passed to ensure the development and expansion of state dental and medical schools. (2009)
From the early 1890s to 1915, Booker T. Washington was a dominant black political and educational leader in the United States. He established and led the Tuskegee Institute in Alabama, an all-black college for black students to gain access to higher learning. (1996)
With the Civil Rights movement, state colleges and universities started to become culturally diverse. Although African-Americans and women had their separate colleges, the Civil Rights movement directed public colleges and universities to accept students regardless of race, gender or nationality.
Today, higher learning institutions are focused on preparing students to complete academically and professionally in a global economy. But not much has changed. Many colleges, universities, community colleges and vocational schools are still focusing on maintaining high academic standards, innovative technology training and workforce readiness.
References:
Glenn Altschuler and Stuart Blumin, The GI Bill: The New Deal for Veterans (2009)
Gordon, Howard R. D. 1999. The History and Growth of Vocational Education in America.
Needham Heights, MA: Allyn and Bacon.
Johnson, Keith V. 1996. "Some Thoughts on African Americans' Struggle to Participate in
Technology Education." The Journal of Technology Studies 22 (1):49 - 54.
Laurence Veysey, The Emergence of the American University (1965)
Ashford University
EDU623: Introduction to Teaching & Learning
Higher education in America is a product of an extended evolutionary process. Religious economic, educational and societal issues have influenced higher education throughout the history of the United States.
During Colonial times, the notion of higher education in America can be credited to apprenticeship agreements and/or religious training. The first formalized higher learning schools during Colonial times were focused on producing Puritan ministers and clergy.
While religious training dominated higher learning, vocational skills become a prominent topic among American educators as a result of the shift to an industrial economic base. Thus, the Morrill Land Grant Bill was signed by Congress to set federal dollars aside for the establishment of Universities focusing on training students for jobs in agriculture, science, technology and mechanical arts for each state in the US. (1999)
In 1636, Harvard University opened and students studying for the ministry were given free tuition. Next, Yale College as founded in 1701, followed by Princeton University, Stanford University, Brown University, Columbia University and Dartmouth College. While wealthy Philanthropists endowed many of the private institutions, states began funding their own colleges also with a strict emphasis on academics, law and/ or medicine but at lower tuition rates. (1965)
After World War II, Congress passed the GI Bill in 1944 to give men returning from war the opportunity for free education. With industrial production still at an all-time high, The Higher Education Act was enacted in 1965 so that federal scholarships and low-interest loans could be awarded to those students unable to afford tuition fees for higher learning. In addition, local community colleges were established while a separate education bill was passed to ensure the development and expansion of state dental and medical schools. (2009)
From the early 1890s to 1915, Booker T. Washington was a dominant black political and educational leader in the United States. He established and led the Tuskegee Institute in Alabama, an all-black college for black students to gain access to higher learning. (1996)
With the Civil Rights movement, state colleges and universities started to become culturally diverse. Although African-Americans and women had their separate colleges, the Civil Rights movement directed public colleges and universities to accept students regardless of race, gender or nationality.
Today, higher learning institutions are focused on preparing students to complete academically and professionally in a global economy. But not much has changed. Many colleges, universities, community colleges and vocational schools are still focusing on maintaining high academic standards, innovative technology training and workforce readiness.
References:
Glenn Altschuler and Stuart Blumin, The GI Bill: The New Deal for Veterans (2009)
Gordon, Howard R. D. 1999. The History and Growth of Vocational Education in America.
Needham Heights, MA: Allyn and Bacon.
Johnson, Keith V. 1996. "Some Thoughts on African Americans' Struggle to Participate in
Technology Education." The Journal of Technology Studies 22 (1):49 - 54.
Laurence Veysey, The Emergence of the American University (1965)
Monday, September 30, 2013
Testing for Learner Performance
Author: Nicole Marie Sartin
EDU645: Learning and Assessment for the 21st Century
Ashford University, Clinton Ohio
Instructor: Dr. Bridget Griggs
September 30, 2013
Overview
Perhaps you don't need a business plan to start a hobby or network with a group of friends after work, but if you are deciding to develop a business in order to make money or produce a new product to market, then developing a business plan is an essential component for the venture. In business, anybody beginning or extending a venture that will consume significant resources of money, energy or time, and that is expected to return a profit should have some kind of a business plan. Today, there are several books and classes available to teach entrepreneurs the art of business plan writing. But how can you tell if students taking a course in business writing will be able to produce effective business plans upon graduation? As any educator will attest, one of the primary goals of education is to ensure that students are capable of completing tasks. That goal can be tested in many ways.
This research paper will outline a hypothetical assessment plan to measure the effectiveness of a lesson plan meant to teach students how to write a business plan. Furthermore, this paper will explain the selection of assessment context, evaluate a holistic rubric, and define the testing constraints. In the end, this paper will demonstrate the use of assessment tools to promote learner performance for just about any lesson geared towards teaching students a specific task.
Lesson Plan: Business Plan Writing 101
This course is module one of a Six-Module Business Diploma Program for students with a high school degree seeking further education in business administration. This course introduces the essential concepts of writing a business plan. Students achieve an understanding of the purpose of a business plan, how to write an effective business plan, and how to use it for the benefit of a company.
Learning Objectives:
• Assess the purpose of a business plan and its importance to an organization.
• Determine ways to use a business plan for the benefit of a company.
• Students will develop a hypothetical business plan.
Learning Outcome:
• Demonstrate an understanding of how to write a professional business plan which positively highlights a business for acceptance by investors.
Testing:
• Students will be asked to define the importance and functions of a business plan.
• Students will be tested on the components and structure of a business plan.
• Students will be tested on their ability to effectively write a business plan.
Hypothetical Assessment
Most educators would agree that learning often requires students to engage in problem-solving activities. Thus, knowledge can be attained not just by receiving information, but also by interpreting the information and relating it to the student's knowledge base. Therefore, what should be assessed is the learner's ability to organize, structure, and use information in context to solve complex problems. As Grant Wiggins, EdD, President and director of programs for Relearning by Design for students in New Jersey, said, "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do" (2013). In this hypothetical assessment, we will utilize standardized testing during the course and summative test at the end of the course with constraints.
Standardized Testing
During the course, students will be given two standardized tests consisting of true/false and multiple choice questions to test their knowledge of a professional business plan. Since standardized tests are administered and scored in a consistent, or "standard", manner and designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are also consistent, we will this type of assessment tool to ensure accuracy and consistency throughout the course.
Summative Testing
In an educational setting, summative assessments are typically used to assign students a course grade. Since summative assessments are purely evaluative and carried out at the end of a course or project, we will use summative testing to ensure the validity of learner performance. As a result, the summative test will act as a final measurement of learner performance upon completion of the course.
Testing Constraints:
A. Students will be given two standardized tests, each with a 90-minute time limit. Test questions will consist of true/false and multiple choices in order to demonstrate knowledge of a professional business plan. Tests will be administered throughout the course in class.
B. Students will be given a summative test upon the completion of the course. The test will ask students to write a hypothetical business plan based upon a specified scenario. Students will have two days to complete and submit the assignment.
By administering both standardized and summative testing along with the testing constraints, we can ensure high consistency and high reliability to yield a valid and accurate assessment of learner performance.
Holistic Rubric
Generally defined, a rubric is a multidimensional set of scoring guidelines that can be used to provide consistency in evaluating student work. (1994) Specially, they spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. In this hypothetical assessment, we will use a Holistic Critical Thinking Rubric to score the final summative test of the student’s ability to write an effective business plan. In contrast to an analytic rubric, a Holistic Critical Thinking Rubric does not list separate levels of performance for each criterion. Instead, this holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole.
Below is a detailed outline of the Holistic Critical Thinking Rubric for this assessment:
4 = Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies the salient business concept (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3 = Does most or many of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies relevant business concept (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
2 = Does most or many of the following:
• Misinterprets evidence, statements, graphics, financials, questions, etc.
• Fails to identify strong business concept and relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
1 = Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, financials, questions, etc. information, or the points of view of others.
• Fails to identify business concept or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason.
Why use a Holistic Critical Thinking Rubric?
Holistic scoring requires focus and a fluid thought process. In any essay, presentation, or clinical practice setting many elements must come together for overall success: critical thinking, content knowledge, and technical skill or craftsmanship. (1994) Deficits or strengths in any of these can draw the attention of the rater. It is for this reason that the Holistic Rubric approach was chosen as the final assessment tool for this hypothetical analysis.
More importantly, this four-level Holistic Critical Thinking Rubric treats critical thinking as a set of cognitive skills supported by certain personal dispositions since the evaluation is based upon effectively writing a business plan. Thus, the assessment centers on evaluating the student’s ability to critically detail a business concept; outline financial highlights and requirements; outline the competition and defend the company’s potential for success despite a saturated market and list any achievements or strengths including marketing of new products. In other words, the student is not being evaluated on whether or not he/she understands the components of a professional business plan, but rather how well he/she leverage a professional business plan to strategically organize information which positively highlights the business for acceptance by investors. Critical thinking is not typically something that a standardized test can accurately measure. To reach a judicious, purposive judgment a good critical thinker engages in analysis, interpretation, evaluation, inference, explanation, and meta-cognitive self-regulation.
The best way to measure such critical cognitive skills is to employ a holistic critical thinking rubric. With this approach, an educator can be assured that students will meet the learning objective if they apply themselves properly.
Conclusion
As educators continue to teach, how do they ensure that their students are actually learning the concepts in order to be effective producers upon graduation? As outlined in this research paper, educators can utilize standardized and summative testing to measure learner performance. Additionally, educators can employ assessment tools such as a Holistic Critical Thinking Rubric to measure the critical thinking skills of their students. As a result, students will not only learn core objectives and comprehend curriculum concepts; they will be able to affectively demonstrate the learning outcome in a real-world environment.
Ultimately, educators can feel confident that their students will receive a qualified learning experience if they properly engage themselves.
References
Facione, Peter A. and Facione, Noreen C. (1994). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction; California Academic Press; 217 La Cruz Ave., Millbrae, CA 94030. (PAF49:R4.2:062694)
Key, James P. (1997) Research Design in Occupational Education; Published by Oklahoma State University.
Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th Ed.). John Wiley & Sons, Inc., Hoboken, NJ.
Miller, Andrew. (2013) Critical Assessment Ideas from PBL World. Published by The George Lucas Educational Foundation; retrieved from: http://www.edutopia.org/blog/critical-assessment-ideas-pbl-world-andrew-miller
EDU645: Learning and Assessment for the 21st Century
Ashford University, Clinton Ohio
Instructor: Dr. Bridget Griggs
September 30, 2013
Overview
Perhaps you don't need a business plan to start a hobby or network with a group of friends after work, but if you are deciding to develop a business in order to make money or produce a new product to market, then developing a business plan is an essential component for the venture. In business, anybody beginning or extending a venture that will consume significant resources of money, energy or time, and that is expected to return a profit should have some kind of a business plan. Today, there are several books and classes available to teach entrepreneurs the art of business plan writing. But how can you tell if students taking a course in business writing will be able to produce effective business plans upon graduation? As any educator will attest, one of the primary goals of education is to ensure that students are capable of completing tasks. That goal can be tested in many ways.
This research paper will outline a hypothetical assessment plan to measure the effectiveness of a lesson plan meant to teach students how to write a business plan. Furthermore, this paper will explain the selection of assessment context, evaluate a holistic rubric, and define the testing constraints. In the end, this paper will demonstrate the use of assessment tools to promote learner performance for just about any lesson geared towards teaching students a specific task.
Lesson Plan: Business Plan Writing 101
This course is module one of a Six-Module Business Diploma Program for students with a high school degree seeking further education in business administration. This course introduces the essential concepts of writing a business plan. Students achieve an understanding of the purpose of a business plan, how to write an effective business plan, and how to use it for the benefit of a company.
Learning Objectives:
• Assess the purpose of a business plan and its importance to an organization.
• Determine ways to use a business plan for the benefit of a company.
• Students will develop a hypothetical business plan.
Learning Outcome:
• Demonstrate an understanding of how to write a professional business plan which positively highlights a business for acceptance by investors.
Testing:
• Students will be asked to define the importance and functions of a business plan.
• Students will be tested on the components and structure of a business plan.
• Students will be tested on their ability to effectively write a business plan.
Hypothetical Assessment
Most educators would agree that learning often requires students to engage in problem-solving activities. Thus, knowledge can be attained not just by receiving information, but also by interpreting the information and relating it to the student's knowledge base. Therefore, what should be assessed is the learner's ability to organize, structure, and use information in context to solve complex problems. As Grant Wiggins, EdD, President and director of programs for Relearning by Design for students in New Jersey, said, "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do" (2013). In this hypothetical assessment, we will utilize standardized testing during the course and summative test at the end of the course with constraints.
Standardized Testing
During the course, students will be given two standardized tests consisting of true/false and multiple choice questions to test their knowledge of a professional business plan. Since standardized tests are administered and scored in a consistent, or "standard", manner and designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are also consistent, we will this type of assessment tool to ensure accuracy and consistency throughout the course.
Summative Testing
In an educational setting, summative assessments are typically used to assign students a course grade. Since summative assessments are purely evaluative and carried out at the end of a course or project, we will use summative testing to ensure the validity of learner performance. As a result, the summative test will act as a final measurement of learner performance upon completion of the course.
Testing Constraints:
A. Students will be given two standardized tests, each with a 90-minute time limit. Test questions will consist of true/false and multiple choices in order to demonstrate knowledge of a professional business plan. Tests will be administered throughout the course in class.
B. Students will be given a summative test upon the completion of the course. The test will ask students to write a hypothetical business plan based upon a specified scenario. Students will have two days to complete and submit the assignment.
By administering both standardized and summative testing along with the testing constraints, we can ensure high consistency and high reliability to yield a valid and accurate assessment of learner performance.
Holistic Rubric
Generally defined, a rubric is a multidimensional set of scoring guidelines that can be used to provide consistency in evaluating student work. (1994) Specially, they spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. In this hypothetical assessment, we will use a Holistic Critical Thinking Rubric to score the final summative test of the student’s ability to write an effective business plan. In contrast to an analytic rubric, a Holistic Critical Thinking Rubric does not list separate levels of performance for each criterion. Instead, this holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole.
Below is a detailed outline of the Holistic Critical Thinking Rubric for this assessment:
4 = Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies the salient business concept (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3 = Does most or many of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies relevant business concept (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
2 = Does most or many of the following:
• Misinterprets evidence, statements, graphics, financials, questions, etc.
• Fails to identify strong business concept and relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
1 = Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, financials, questions, etc. information, or the points of view of others.
• Fails to identify business concept or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason.
Why use a Holistic Critical Thinking Rubric?
Holistic scoring requires focus and a fluid thought process. In any essay, presentation, or clinical practice setting many elements must come together for overall success: critical thinking, content knowledge, and technical skill or craftsmanship. (1994) Deficits or strengths in any of these can draw the attention of the rater. It is for this reason that the Holistic Rubric approach was chosen as the final assessment tool for this hypothetical analysis.
More importantly, this four-level Holistic Critical Thinking Rubric treats critical thinking as a set of cognitive skills supported by certain personal dispositions since the evaluation is based upon effectively writing a business plan. Thus, the assessment centers on evaluating the student’s ability to critically detail a business concept; outline financial highlights and requirements; outline the competition and defend the company’s potential for success despite a saturated market and list any achievements or strengths including marketing of new products. In other words, the student is not being evaluated on whether or not he/she understands the components of a professional business plan, but rather how well he/she leverage a professional business plan to strategically organize information which positively highlights the business for acceptance by investors. Critical thinking is not typically something that a standardized test can accurately measure. To reach a judicious, purposive judgment a good critical thinker engages in analysis, interpretation, evaluation, inference, explanation, and meta-cognitive self-regulation.
The best way to measure such critical cognitive skills is to employ a holistic critical thinking rubric. With this approach, an educator can be assured that students will meet the learning objective if they apply themselves properly.
Conclusion
As educators continue to teach, how do they ensure that their students are actually learning the concepts in order to be effective producers upon graduation? As outlined in this research paper, educators can utilize standardized and summative testing to measure learner performance. Additionally, educators can employ assessment tools such as a Holistic Critical Thinking Rubric to measure the critical thinking skills of their students. As a result, students will not only learn core objectives and comprehend curriculum concepts; they will be able to affectively demonstrate the learning outcome in a real-world environment.
Ultimately, educators can feel confident that their students will receive a qualified learning experience if they properly engage themselves.
References
Facione, Peter A. and Facione, Noreen C. (1994). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction; California Academic Press; 217 La Cruz Ave., Millbrae, CA 94030. (PAF49:R4.2:062694)
Key, James P. (1997) Research Design in Occupational Education; Published by Oklahoma State University.
Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th Ed.). John Wiley & Sons, Inc., Hoboken, NJ.
Miller, Andrew. (2013) Critical Assessment Ideas from PBL World. Published by The George Lucas Educational Foundation; retrieved from: http://www.edutopia.org/blog/critical-assessment-ideas-pbl-world-andrew-miller
Tuesday, September 24, 2013
Did The No Child Left Behind Act Raise False Hopes?
Nicole Marie Sartin
Ashford University
EDU 623: Introduction to Teaching and Learning
July 17, 2013
In January 2001, President George W. Bush proposed legislation for the No Child Left Behind Act (NCLB). (2007) The act was intended as a measure to close the achievement gap with accountability, flexibility and choice, so that no child is left behind. This paper will discuss whether or not the NCLB law was an effective measure to address low student performance or simply a set of high expectations unachievable goals destined to falsely raise the hopes and desires of Americans.
NCLB was designed to improve the academic performance of children in America's elementary and secondary schools and to ensure that no child is trapped in a failing school. Basically, the NCLB Act reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA, 1965) and incorporates the principles and strategies proposed by President Bush. (2007)
Provisions of the NCLB requires all public schools receiving federal funding to administer a state-wide standardized test annually to all students. This means that all students must take the same test under the same conditions.
Additionally, schools which receive funding must make Adequate Yearly Progress (AYP) in test scores. If the school's results are repeatedly poor, then steps are taken to improve the school. Furthermore, States must create AYP objectives consistent with requirements of the law which include measurable objectives for improved achievement by all students and for specific groups: economically disadvantaged students, students with disabilities, and students with limited English proficiency. (2007)
Finally, the act requires states to provide "highly qualified" teachers to all students. Each state sets its own standards for what counts as "highly qualified". Similarly, the act requires states to set "one high, challenging standard" for its students. Each state decides for itself what counts as "one high, challenging standard," but the curriculum standards must be applied to all students, rather than having different standards for students in different cities or other parts of the state. (2007)
Early critics of the proposed legislation centered around the naming of the law, sufficient funding (or lack thereof), definitions of proficiency, ethical issues and oversight, assessment criteria, testing cost and accountability, curricula issues, teacher tenure and flight, limitations of scientifically based research standards and leadership.
Many felt that the act was too ambitious and thought it would fail due to ambiguity. Representative Robert Etheridge of Rocky Mount, North Carolina was famously remembered for his comment about the potential of the act: "No Child Left Behind is expected to be reauthorized in September or October, but unless it includes components like a growth model, it won't pass." (2003)
Despite its controversy, the bill passed in the U.S. Congress with bipartisan support and was officially signed into law by President Bush in 2002.
U.S. Education Secretary, Dr. Roderick Paige publicly responded to critics of the No Child Left Behind Act with a memorable report calling the act a "revolution" that would do much to reverse a sub-par U.S. educational system that he compared to apartheid. (2003)
Paige pointed out that recent SAT scores showed that African American scores remained flat, and Hispanic scores went down over the last several years. By 12th grade, he said, just one in six African Americans and one in five Hispanics can read proficiently. Just 3 percent of African Americans and 4 percent of Hispanics are testing at the proficient level in math. He tied the academic performance of K-12 students to the country's future security. Paige referenced a report finding American students read, write and do math at worse rates than students in Asia and Europe. "Our students are falling behind, and there is every indication that, if we allow the guardians of the educational status quo to have their way, . . . our nation will be left behind," said Paige. "If current educational attainments are allowed to continue, underachievement will be a disaster, not only for our students, but our nation as well. Educational disparities threaten the country itself, our very way of life. We are facing an unrecognized educational crisis in this country. Our wide and sometimes growing achievement gap confirms that there is a two-tiered educational system," Paige said. "The vast majority of students left behind are disadvantaged or low income. Effectively, the education circumstances for these students are not unlike that of a de facto system of apartheid." (2003)
Nonetheless, critics argued that the focus on standardized testing encourages a narrow subset of skills in order to increase test performance, rather than developing a deeper understanding of the overall concepts of the curriculum. This is colloquially referred to as "teaching to the test."
However, supporters of the NCLB contend that the act was a legitimate response to the need for accountability in public schools. Proponents also agreed that NCLB provisions set a framework to improve the proficiency for all students and help close the achievement gap between White and non-White students.
Today, almost a decade since its inception, the NCBL act is still one of controversy. In fact, critics now site failed promises and disappointing test results with no evidence found to reflect improvement in closing the achievement gap between White and non-White students. Current opponents of the NCLB allege that the Act has not been effective in improving education as evidenced by mixed results in standardized tests in US schools. Additionally, teacher's unions, scholars and researchers have have expressed strong concerns regarding inequitable divisions of resources, minimal curriculm, high stakes testing versus multiple assessments and the failure of policy makers to include input from teachers.
As a student and teacher, I am grateful for the NCLB act. It gives me confidence and great pride to know that our schools must follow this legislation in an effort to produce smart, educated young people.
According to a report published by the Journal of Economic Perspectives concerning NCLB legislation, many teachers support the general principles underlying the No Child Left Behind legislation, especially the importance of improving the achievement of all children, including those from groups that have historically been neglected in many schools. They also applaud the principle that strong action should be taken to improve the performance of failing schools.
At the same time, teachers are still concerned that the incentives created by some provisions of the law have elicited unintended responses that have reduce the quality of education provided to at least some children. More importantly, many teachers feel see NCLB as dramatically damaging the quality of education provided to children, especially those attending schools under pressure to meet Adequate Yearly Progress.
While the NCLB is not perfect, it does provide a strong framework for accountability and academic achievement in public schools. It is my belief that our leadership should work together to modify and revise the original NCLB act in order to further define measures to raise academic achievement which included input from teachers as well as students. It is also important that our modifications are specific to the small learning communities serving specific students within specific states. If modifications are set forth by professional organizations, prominent researchers, and practitioners with input from teachers and students and tailored to specific small learning communities, then the potential for accomplishing the goal of high-performing students in all of the nation's schools is possible.
References:
Hammer, Ben. (2003) Black Issues in Higher Education; Vol.20 Issue 18; pg.6; Cox, Matthews & Associates, Inc.
Harrison-Jones, Lois (2007).Education No Child Left Behind and Implications for Black Students; The Journal of Negro Education, Vol. 76, No. 3, Celebrating the Legacy of “TheJournal”: 75 Years of Facilitating Excellence in Black Education (Summer, 2007), pp. 346-356
Murnane, Richard J. and Papay, John P. (2010)Teacher's Views on No Child Left Behind: Support for the Principles, Concerns about the Practices; Journal of Economic Perspectives—Volume 24, Number 3; Pages 151–166
Paley, A. (2007). "No Child" Commission presents ambitious plan. The Washington Post, A3. Retrieved from http://www.washingtonpost.com/archives
White, D. (2007) Pros & cons of No Child Left Behind. About Liberal Politics: U.S. Retrieved February 25, 2007, from http://usliberals.aboaut.eom/od/education/i/NCLBProsCons
Wikipedia. (2007). No Child Left Behind. Retrieved July 14, 2013, from http://campaigns.wikia.com/wiki/ NoChildLeftBehind
Ashford University
EDU 623: Introduction to Teaching and Learning
July 17, 2013
In January 2001, President George W. Bush proposed legislation for the No Child Left Behind Act (NCLB). (2007) The act was intended as a measure to close the achievement gap with accountability, flexibility and choice, so that no child is left behind. This paper will discuss whether or not the NCLB law was an effective measure to address low student performance or simply a set of high expectations unachievable goals destined to falsely raise the hopes and desires of Americans.
NCLB was designed to improve the academic performance of children in America's elementary and secondary schools and to ensure that no child is trapped in a failing school. Basically, the NCLB Act reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA, 1965) and incorporates the principles and strategies proposed by President Bush. (2007)
Provisions of the NCLB requires all public schools receiving federal funding to administer a state-wide standardized test annually to all students. This means that all students must take the same test under the same conditions.
Additionally, schools which receive funding must make Adequate Yearly Progress (AYP) in test scores. If the school's results are repeatedly poor, then steps are taken to improve the school. Furthermore, States must create AYP objectives consistent with requirements of the law which include measurable objectives for improved achievement by all students and for specific groups: economically disadvantaged students, students with disabilities, and students with limited English proficiency. (2007)
Finally, the act requires states to provide "highly qualified" teachers to all students. Each state sets its own standards for what counts as "highly qualified". Similarly, the act requires states to set "one high, challenging standard" for its students. Each state decides for itself what counts as "one high, challenging standard," but the curriculum standards must be applied to all students, rather than having different standards for students in different cities or other parts of the state. (2007)
Early critics of the proposed legislation centered around the naming of the law, sufficient funding (or lack thereof), definitions of proficiency, ethical issues and oversight, assessment criteria, testing cost and accountability, curricula issues, teacher tenure and flight, limitations of scientifically based research standards and leadership.
Many felt that the act was too ambitious and thought it would fail due to ambiguity. Representative Robert Etheridge of Rocky Mount, North Carolina was famously remembered for his comment about the potential of the act: "No Child Left Behind is expected to be reauthorized in September or October, but unless it includes components like a growth model, it won't pass." (2003)
Despite its controversy, the bill passed in the U.S. Congress with bipartisan support and was officially signed into law by President Bush in 2002.
U.S. Education Secretary, Dr. Roderick Paige publicly responded to critics of the No Child Left Behind Act with a memorable report calling the act a "revolution" that would do much to reverse a sub-par U.S. educational system that he compared to apartheid. (2003)
Paige pointed out that recent SAT scores showed that African American scores remained flat, and Hispanic scores went down over the last several years. By 12th grade, he said, just one in six African Americans and one in five Hispanics can read proficiently. Just 3 percent of African Americans and 4 percent of Hispanics are testing at the proficient level in math. He tied the academic performance of K-12 students to the country's future security. Paige referenced a report finding American students read, write and do math at worse rates than students in Asia and Europe. "Our students are falling behind, and there is every indication that, if we allow the guardians of the educational status quo to have their way, . . . our nation will be left behind," said Paige. "If current educational attainments are allowed to continue, underachievement will be a disaster, not only for our students, but our nation as well. Educational disparities threaten the country itself, our very way of life. We are facing an unrecognized educational crisis in this country. Our wide and sometimes growing achievement gap confirms that there is a two-tiered educational system," Paige said. "The vast majority of students left behind are disadvantaged or low income. Effectively, the education circumstances for these students are not unlike that of a de facto system of apartheid." (2003)
Nonetheless, critics argued that the focus on standardized testing encourages a narrow subset of skills in order to increase test performance, rather than developing a deeper understanding of the overall concepts of the curriculum. This is colloquially referred to as "teaching to the test."
However, supporters of the NCLB contend that the act was a legitimate response to the need for accountability in public schools. Proponents also agreed that NCLB provisions set a framework to improve the proficiency for all students and help close the achievement gap between White and non-White students.
Today, almost a decade since its inception, the NCBL act is still one of controversy. In fact, critics now site failed promises and disappointing test results with no evidence found to reflect improvement in closing the achievement gap between White and non-White students. Current opponents of the NCLB allege that the Act has not been effective in improving education as evidenced by mixed results in standardized tests in US schools. Additionally, teacher's unions, scholars and researchers have have expressed strong concerns regarding inequitable divisions of resources, minimal curriculm, high stakes testing versus multiple assessments and the failure of policy makers to include input from teachers.
As a student and teacher, I am grateful for the NCLB act. It gives me confidence and great pride to know that our schools must follow this legislation in an effort to produce smart, educated young people.
According to a report published by the Journal of Economic Perspectives concerning NCLB legislation, many teachers support the general principles underlying the No Child Left Behind legislation, especially the importance of improving the achievement of all children, including those from groups that have historically been neglected in many schools. They also applaud the principle that strong action should be taken to improve the performance of failing schools.
At the same time, teachers are still concerned that the incentives created by some provisions of the law have elicited unintended responses that have reduce the quality of education provided to at least some children. More importantly, many teachers feel see NCLB as dramatically damaging the quality of education provided to children, especially those attending schools under pressure to meet Adequate Yearly Progress.
While the NCLB is not perfect, it does provide a strong framework for accountability and academic achievement in public schools. It is my belief that our leadership should work together to modify and revise the original NCLB act in order to further define measures to raise academic achievement which included input from teachers as well as students. It is also important that our modifications are specific to the small learning communities serving specific students within specific states. If modifications are set forth by professional organizations, prominent researchers, and practitioners with input from teachers and students and tailored to specific small learning communities, then the potential for accomplishing the goal of high-performing students in all of the nation's schools is possible.
References:
Hammer, Ben. (2003) Black Issues in Higher Education; Vol.20 Issue 18; pg.6; Cox, Matthews & Associates, Inc.
Harrison-Jones, Lois (2007).Education No Child Left Behind and Implications for Black Students; The Journal of Negro Education, Vol. 76, No. 3, Celebrating the Legacy of “TheJournal”: 75 Years of Facilitating Excellence in Black Education (Summer, 2007), pp. 346-356
Murnane, Richard J. and Papay, John P. (2010)Teacher's Views on No Child Left Behind: Support for the Principles, Concerns about the Practices; Journal of Economic Perspectives—Volume 24, Number 3; Pages 151–166
Paley, A. (2007). "No Child" Commission presents ambitious plan. The Washington Post, A3. Retrieved from http://www.washingtonpost.com/archives
White, D. (2007) Pros & cons of No Child Left Behind. About Liberal Politics: U.S. Retrieved February 25, 2007, from http://usliberals.aboaut.eom/od/education/i/NCLBProsCons
Wikipedia. (2007). No Child Left Behind. Retrieved July 14, 2013, from http://campaigns.wikia.com/wiki/ NoChildLeftBehind
Friday, September 20, 2013
Author: Nicole Marie Sartin
Ashford University, Clinton Ohio
Professor: Dr. Bridget Griggs
September 1, 2013
Learning Objective
Adult students learn the importance of time management and organization for efficiency at school and work.
Learning Outcomes
*Adult students will learn how to properly manage time for both school and work projects each day. *Adult students will learn how to prioritize and schedule projects around personal time.
*Adult students learn to organize, categorize, research to complete school & work projects.
Assessment
*Students will be given a list of required academic & professional activities to be accomplished each day for one week or seven days.
*Students will create a detailed schedule for one week, ranking those projects and activities according to priority and length of time needed to complete.
*Students will develop a list of potential resources and/or materials needed to complete all projects and activities due for that week.
Enhancing Curriculum and Delivery: Linking Assessment to Learning Objectives
Author: Nicole Marie Sartin
Ashford University, Clinton Ohio
Professor: Dr. Bridget Griggs
Learning Outcomes Rationale
Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. The goal of this lesson plan is to help students develop time management, organization and research skills for use in professional and academic setting. These learning objectives specifically focus on the student’s organization, problem solving and critical thinking skills. As outlined in this lesson plan, students will effectively learn how to create work schedules, conduct research and prioritize projects after completing each assessment activity.
Student Age group:
Junior College Adult students
Learning Objective:
Students learn the importance of time management and organization for efficiency at school & work.
Learning Outcomes:
1. Students will learn how to properly manage time for both school and work projects each day.
2. Students will learn how to prioritize and schedule projects around personal time.
3. Students will learn how to organize and categorize research needed to complete school and work projects.
Assessment:1. Students will be given a list of required academic & professional activities to be accomplished each day for one week or seven days.
2. Students will create a detailed schedule for one week, ranking those projects and activities according to priority and length of time needed to complete.
3. Students will develop a list of potential resources and/or materials needed to complete all projects and activities due for that week.
Testing:1. Students will be given the following scenario to complete.
Scenario: Ann is a medical student taking a class each Monday through Friday from 6am to 11am. She is a single mom working part-time at night each Monday through Friday from 5pm to 10pm while living with her grandmother who takes care of the baby. Based upon this scenario, develop a 7-day schedule for Ann to include school, work, study time, homework, personal time, sleep and meals using a 24-hour time frame.
Testing 2. Students will be asked to prioritize tasks based upon the following scenario. How would you prioritize these tasks to be completed the next day, based upon the supervisor’s note?
Scenario: David works as an office assistant for a large corporate company from 8am to 5pm on weekdays. On Monday, at 4:30pm David’s supervisor leaves a note on his desk: “Dear David: I will be out of the office tomorrow. In my absence, please complete the following tasks as soon as possible. Thank you, Susan Summers.”
Task List to be completed:-Contact Mr. Nelson and inform him that I will be out of the office today and will be unable to meet him this afternoon, but will be happy to reschedule the meeting for any day this week.
-Deliver the box of new letterhead in the mailroom to the sales office on the 5th floor.
-Contact Office Depot and get the invoice for the new product order and fax the invoice to the finance department, then coordinate delivery.
-Stamp and mail the employee letters on my desk.
-Find a local vendor to cater the employee breakfast next week within a $5,000 budget.
-Contact the list of new clients for the month to welcome then to the team. Make arrangements with the marketing team to send those clients all gifts next week.
-Check my voice mails and respond to inquiries, let them know that I am out of the office but will get back to them the following day.
-Check the complaint emails and respond.
-Order lunch for the Tuesday CEO meeting and arrange delivery using the company account.
-Check the company mailbox.
Testing 3. Students will be asked to organize and categorize research needed to complete school and work projects based upon the following scenarios.
Scenario: Research a list of the top 20 newspapers and radio stations in Los Angeles. Develop a list which contains the company name, address, general telephone number and a primary contact for advertising. Include cost estimates.
Scenario: Research a list of 20 publications or news articles for a research paper on teen pregnancy in the United States. Please be sure to include statistics and examples to for credibility. Then, organize and categorize the information as a reference list in APA format.
Testing Rationale
How do children learn? Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities, many educators subscribe to the notion that children as well as adults “learn by doing”. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. Many concluded that a child’s education is dependent upon good parenting and socioeconomic factors despite a strong foundation of memorization during the early stages of development. Today, we know that learning requires students to engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving and memorizing information, but also by interpreting the information and relating it to the learner's knowledge base. What is important, and therefore should be assessed, is the learner's ability to organize, structure, and use information in context to solve complex problems. This is the practice of critical thinking. For the purposes of this lesson plan, an alternative testing method will be more effective than a standardized written test or portfolio test. As a result, this lesson plan involves testing which forces the student to interpret information and organize it for practicality and efficiency. More importantly, this type of alternative testing will allow the student to develop solutions based upon his/her own rationale. Therefore students may have different answers based upon personal experience, learning styles or cultural perspective. But despite the diverse answers, an instructor should be able to easily assess the student’s level of comprehension and level of skills.
References
Kubiszyn, T. & Borich, G. (2013). Educational Testing & Measurement: Classroom Application
And Practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Winner, Melinda. (2009). “Long-Term Benefits of Early Childhood Education"; National
Education Association. NY.
Nicole Sartin, Ashford University, September 9, 2013.
Blog Link: http://axxess4me.blogspot.com/
Ashford University, Clinton Ohio
Professor: Dr. Bridget Griggs
Learning Outcomes Rationale
Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. The goal of this lesson plan is to help students develop time management, organization and research skills for use in professional and academic setting. These learning objectives specifically focus on the student’s organization, problem solving and critical thinking skills. As outlined in this lesson plan, students will effectively learn how to create work schedules, conduct research and prioritize projects after completing each assessment activity.
Student Age group:
Junior College Adult students
Learning Objective:
Students learn the importance of time management and organization for efficiency at school & work.
Learning Outcomes:
1. Students will learn how to properly manage time for both school and work projects each day.
2. Students will learn how to prioritize and schedule projects around personal time.
3. Students will learn how to organize and categorize research needed to complete school and work projects.
Assessment:1. Students will be given a list of required academic & professional activities to be accomplished each day for one week or seven days.
2. Students will create a detailed schedule for one week, ranking those projects and activities according to priority and length of time needed to complete.
3. Students will develop a list of potential resources and/or materials needed to complete all projects and activities due for that week.
Testing:1. Students will be given the following scenario to complete.
Scenario: Ann is a medical student taking a class each Monday through Friday from 6am to 11am. She is a single mom working part-time at night each Monday through Friday from 5pm to 10pm while living with her grandmother who takes care of the baby. Based upon this scenario, develop a 7-day schedule for Ann to include school, work, study time, homework, personal time, sleep and meals using a 24-hour time frame.
Testing 2. Students will be asked to prioritize tasks based upon the following scenario. How would you prioritize these tasks to be completed the next day, based upon the supervisor’s note?
Scenario: David works as an office assistant for a large corporate company from 8am to 5pm on weekdays. On Monday, at 4:30pm David’s supervisor leaves a note on his desk: “Dear David: I will be out of the office tomorrow. In my absence, please complete the following tasks as soon as possible. Thank you, Susan Summers.”
Task List to be completed:-Contact Mr. Nelson and inform him that I will be out of the office today and will be unable to meet him this afternoon, but will be happy to reschedule the meeting for any day this week.
-Deliver the box of new letterhead in the mailroom to the sales office on the 5th floor.
-Contact Office Depot and get the invoice for the new product order and fax the invoice to the finance department, then coordinate delivery.
-Stamp and mail the employee letters on my desk.
-Find a local vendor to cater the employee breakfast next week within a $5,000 budget.
-Contact the list of new clients for the month to welcome then to the team. Make arrangements with the marketing team to send those clients all gifts next week.
-Check my voice mails and respond to inquiries, let them know that I am out of the office but will get back to them the following day.
-Check the complaint emails and respond.
-Order lunch for the Tuesday CEO meeting and arrange delivery using the company account.
-Check the company mailbox.
Testing 3. Students will be asked to organize and categorize research needed to complete school and work projects based upon the following scenarios.
Scenario: Research a list of the top 20 newspapers and radio stations in Los Angeles. Develop a list which contains the company name, address, general telephone number and a primary contact for advertising. Include cost estimates.
Scenario: Research a list of 20 publications or news articles for a research paper on teen pregnancy in the United States. Please be sure to include statistics and examples to for credibility. Then, organize and categorize the information as a reference list in APA format.
Testing Rationale
How do children learn? Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities, many educators subscribe to the notion that children as well as adults “learn by doing”. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. Many concluded that a child’s education is dependent upon good parenting and socioeconomic factors despite a strong foundation of memorization during the early stages of development. Today, we know that learning requires students to engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving and memorizing information, but also by interpreting the information and relating it to the learner's knowledge base. What is important, and therefore should be assessed, is the learner's ability to organize, structure, and use information in context to solve complex problems. This is the practice of critical thinking. For the purposes of this lesson plan, an alternative testing method will be more effective than a standardized written test or portfolio test. As a result, this lesson plan involves testing which forces the student to interpret information and organize it for practicality and efficiency. More importantly, this type of alternative testing will allow the student to develop solutions based upon his/her own rationale. Therefore students may have different answers based upon personal experience, learning styles or cultural perspective. But despite the diverse answers, an instructor should be able to easily assess the student’s level of comprehension and level of skills.
References
Kubiszyn, T. & Borich, G. (2013). Educational Testing & Measurement: Classroom Application
And Practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Winner, Melinda. (2009). “Long-Term Benefits of Early Childhood Education"; National
Education Association. NY.
Nicole Sartin, Ashford University, September 9, 2013.
Blog Link: http://axxess4me.blogspot.com/
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