To Improve Assessment, Georgia District Turns to Teachers

Autor/in	Lynch, Amanda D.
Titel	To Improve Assessment, Georgia District Turns to Teachers
Quelle	In: Learning Professional, 44 (2023) 4, S.54-57 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	Measurement; Achievement Gains; Test Construction; Student Evaluation; Faculty Development; Evaluation Methods; Educational Improvement; Elementary Secondary Education; Georgia + Suchen Sie Ihr Suchwort? Messverfahren; Achievement gain; Leistungssteigerung; Testaufbau; Schulnote; Studentische Bewertung; Teaching improvement; Unterrichtsentwicklung
Abstract	Educators everywhere are responding to the realities of student learning loss, unfinished learning, or disrupted learning as they continue to experience the lasting impact of the COVID-19 pandemic. Students of color and students attending high poverty schools experienced the largest achievement declines, increasing preexisting gaps for already marginalized students. In this article, the author discusses how large-scale assessments can do more than document the learning gaps resulting from the pandemic. They can also be a vital tool to help reduce these gaps. The author discusses how designing and using assessments requires a set of skills that educators can develop with intentional professional learning and support. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01