How a Crisis Can Transform Learning, Teaching, and Assessment

Autor/inn/en	Javurek, Abby; Mendenhall, Jason
Titel	How a Crisis Can Transform Learning, Teaching, and Assessment
Quelle	In: State Education Standard, 20 (2020) 3, S.24-30 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	COVID-19; Pandemics; School Closing; Educational Change; At Risk Students; Achievement Gap; Educational Improvement; Coping; Mathematics Achievement; Reading Achievement; Elementary Secondary Education; Blended Learning; Educational Technology; Teacher Competencies; Distance Education; Developmental Stages; Student Needs; Grouping (Instructional Purposes); Educational Quality; Evaluation Methods; Educational Assessment; Accountability + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Bewältigung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Unterrichtsmedien; Lehrkunst; Distance study; Distance learning; Fernunterricht; Grouping; Gruppenbildung; Quality of education; Bildungsqualität; Education; assessment; Bewertungssystem; Verantwortung
Abstract	When states issued the first coronavirus stay-at-home order last March, few could have foreseen how the foundations of learning and teaching would be shaken. As hopes for a brief disruption confronted reality, state and district leaders began plans to extend some form of distance learning into the 2020-21 school year. They also began to think about how to turn a daunting crisis into an opportunity to rethink policies and practices from the ground up--accountability policies in particular. For many years, the majority of U.S. students have not met grade-level expectations, with socioeconomically disadvantaged students disproportionately affected. The pandemic only underlined and exacerbated these disparities. Reimagining accountability does not mean that states should stop looking at student performance on summative tests or growth in proficiency over time. These data are crucial to identifying and addressing educational inequities. Rather, states should assess this information alongside additional measures such as growth over time, regardless of proficiency level, and reconsider whether an annual review period is appropriate. It has been heartening to see state leaders, district administrators, teachers, students, and families rising to the challenges created by the pandemic and working hard together to keep students learning. Yet unless state leaders seize this chance to effect change, the crisis risks making longstanding opportunity-to-learn problems even worse. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01