The Problem with "Proficient"

Autor/in	Harvey, James
Titel	The Problem with "Proficient"
Quelle	In: Educational Leadership, 75 (2018) 5, S.64-69 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Academic Achievement; Foreign Countries; International Assessment; Reading Achievement; Mathematics Achievement; Scores; Benchmarking; National Competency Tests; Common Core State Standards; Career Readiness; College Readiness; Standardized Tests; Achievement Tests; Grade 4; Reading Tests; Elementary Secondary Education; Mathematics Tests; Science Tests; Science Achievement; Grade 8; National Assessment of Educational Progress; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	New research sheds light on the claim that U.S. students' achievement lags behind that of students worldwide. This research reveals a paradox: While large amounts of U.S. students who take the National Assessment of Educational Progress (NAEP) fail to meet its Proficient benchmarks in reading and math, when students' results on NAEP are statistically mapped onto the scores of students in 30-plus countries who've taken one of an international assessment given by the International Education Association, U.S. students' achievement in reading and math rises to the top. The report's analysis showed that the majority of students in most countries wouldn't reach "proficiency" on NAEP tests if their countries used NAEP. Harvey claims the flawed benchmarks for "proficiency" chosen for NAEP (and by extension for Common Core assessments) have led to a situation in which American students are expected to meet a standard that the majority of students worldwide couldn't meet. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01