The Experts below are selected from a list of 48744 Experts worldwide ranked by ideXlab platform
Asa G Hilliard - One of the best experts on this subject based on the ideXlab platform.
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excellence in education versus high stakes Standardized Testing
Journal of Teacher Education, 2000Co-Authors: Asa G HilliardAbstract:The evidence is missing for high-stakes Standardized Testing of either intelligence or achievement as a reform tool, a tool for producing higher student achievement. The focus on invalid Testing allows us to ignore the well-documented importance of the quality of teaching as a key factor in student achievement. There is no doubt that teachers can become powerful agents in raising the academic performance of children to high levels, regardless of common impediments such as poverty, bilingualism, and so forth. With the extreme and almost exclusive focus on high-stakes Testing, we lose the opportunity to support valid staff development that would make all of our teachers powerful.
Miriam Chernoff - One of the best experts on this subject based on the ideXlab platform.
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building capacity in neurodevelopment assessment of children in sub saharan africa a quality assurance model to implement Standardized neurodevelopment Testing
Child Neuropsychology, 2019Co-Authors: Horacio Ruisenorescudero, Itziar Familiar, Mary Nyakato, Agatha Kutessa, Jackie Namukooli, Titus Ssesanga, Celeste Joyce, Barbara Laughton, Janet Grab, Miriam ChernoffAbstract:Compromised neurodevelopment (ND) among infants and children is prevalent in sub-Saharan Africa. Standardized Testing of ND is frequently prohibitive in these contexts, as tests require skilled sta...
Beth A Winkelstein - One of the best experts on this subject based on the ideXlab platform.
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the equivalence of multi axis spine systems recommended stiffness limits using a Standardized Testing protocol
Journal of Biomechanics, 2017Co-Authors: T P Holsgrove, Dhara B Amin, Sonia Ramos Pascual, Boyin Ding, William C Welch, S Gheduzzi, A W Miles, Beth A WinkelsteinAbstract:Abstract The complexity of multi-axis spine Testing often makes it challenging to compare results from different studies. The aim of this work was to develop and implement a Standardized Testing protocol across three six-axis spine systems, compare them, and provide stiffness and phase angle limits against which other test systems can be compared. Standardized synthetic lumbar specimens (n = 5), comprising three springs embedded in polymer at each end, were tested on each system using pure moments in flexion–extension, lateral bending, and axial rotation. Tests were performed using sine and triangle waves with an amplitude of 8 Nm, a frequency of 0.1 Hz, and with axial preloads of 0 and 500 N. The stiffness, phase angle, and R2 value of the moment against rotation in the principal axis were calculated at the center of each specimen. The tracking error was adopted as a measure of each test system to minimize non-principal loads, defined as the root mean squared difference between actual and target loads. All three test systems demonstrated similar stiffnesses, with small (
Sherry A. Southerland - One of the best experts on this subject based on the ideXlab platform.
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A National Survey of Middle and High School Science Teachers’ Responses to Standardized Testing: Is Science Being Devalued in Schools?
Journal of Science Teacher Education, 2012Co-Authors: Mehmet Aydeniz, Sherry A. SoutherlandAbstract:This study explored American high school and middle school science teachers’ attitudes toward the use of Standardized Testing for accountability purposes, their justification for the attitudes they hold and the impact of Standardized Testing on their instructional and assessment practices. A total of 161 science teachers participated in the study. Analyses were based on teachers’ responses to a questionnaire including nine-item likert-scale questions and two-item open-ended questions. The analyses revealed that science teachers have mixed reactions to the administration of Standardized tests and its use for accountability purposes. The findings also reveal that Standardized Testing has a significant influence on science teachers’ instructional and assessment practices in ways that are counter to the learning goals promoted by science education reformists. Our discussion focuses on the implicit and explicit influences of the NCLB Act on science curriculum, teaching and assessment, and how the NCLB driven policies undermine the goals of science education reform.
Yehudit Judy Dori - One of the best experts on this subject based on the ideXlab platform.
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from nationwide Standardized Testing to school based alternative embedded assessment in israel students performance in the matriculation 2000 project
Journal of Research in Science Teaching, 2003Co-Authors: Yehudit Judy DoriAbstract:Matriculation 2000 was a 5-year project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher-order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low-level assignments and more so on assignments that required higher-order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide Standardized Testing to school-based alter-native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34–52, 2003
