Submitted by Nathan H (not verified) on April 12, 2008 - 11:11.
After reading Anthony's article and currently taking an assessment class where we are discussing formative and summative assessments of English Language Learns, I have a major concern. My concern is how we communicate a student's growth and development to our stakeholders (students, parents, tax paying public, state and federal policy makers). For our students it is easy to express to them the amount of growth they have made over a period of time, but for the other stakeholders, it is more difficult. How can we easily and effectively communicate this to the other stakeholders? A report card? A standardized, state mandated, NCLB driven assessment score? I have seen that these two measurements are not always the same, and sometimes, not even close to each other.
Because of this wild difference in what is being communicated to parents and state/federal policy makers I am struggling to find or develop some form for communication to all stakeholders that can show the growth toward the goal that doesn't say "You are growing so much, but you have an F/non-proficient grade at this level.
Data and our stakeholders
Submitted by Nathan H (not verified) on April 12, 2008 - 11:11.
After reading Anthony's article and currently taking an assessment class where we are discussing formative and summative assessments of English Language Learns, I have a major concern. My concern is how we communicate a student's growth and development to our stakeholders (students, parents, tax paying public, state and federal policy makers). For our students it is easy to express to them the amount of growth they have made over a period of time, but for the other stakeholders, it is more difficult. How can we easily and effectively communicate this to the other stakeholders? A report card? A standardized, state mandated, NCLB driven assessment score? I have seen that these two measurements are not always the same, and sometimes, not even close to each other.
Because of this wild difference in what is being communicated to parents and state/federal policy makers I am struggling to find or develop some form for communication to all stakeholders that can show the growth toward the goal that doesn't say "You are growing so much, but you have an F/non-proficient grade at this level.