Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition (SB-5) Arnold Miller Psych/525 University of Phoenix Alyssa Oland January 24, 2011 Stanford Intelligence Scales for Early Childhood Description The Stanford Intelligence Scales for Early Childhood, Fifth Edition (SB-5) is a test battery measuring young children from ages 2 years to 7 years 3 months. This test is design to identify a proper level of discretion in younger children by providing information for intervention planning to include developmental disabilities, and contexts involving research and forensic work. This test was developed to appraise cognitive assets and limitation in a reliable way in a short amount of time. The SB-5 has five factors known
Standards-Based Assessments Standards-based assessment is the primary outcome of standards-based reform. Well-designed tests ensure that all students have the knowledge and skills that they need to succeed at the next level. By using multiple and diverse sources, teachers can be certain that they have enough evidence to assess student learning. Understandably, the new way of teaching has had some teachers in a quandary as to the best method for panning lessons. Since the author is not currently teaching in the
Average daily attendance (ADA) is the total number of days of attendance for all students, divided by the total number of school days in a given period (2011). There are many features to consider when deciding whether ADA will work the school district. As a school district, the student intern must determine the number of students funding must be provided for throughout the entire district. The number of days students will need funding must also be weighed. Determination on when students need to be accounted for is needed so that the allocation of monies is accurate.
(Lazarin and Ortiz, 2012). CPS has also noted that testing students will become a major part of the teacher evaluation system. (isbe,net) These tests must be administered to the ELL student to fit their needs and match the standards set for their testing environments and individualized learning plans. The auxiliary staff aide the classroom teacher in developing a well balanced and most times an individualized program for the ELL students, CPS has to increase these 'human resources' to help the ELL student. Next I began think about the fate of the underperforming schools.
The descriptive statistics tables shown below serve as the starting point providing valuable information to reason out result. The sample of 100 students were arranged by age increments on the table below to show the levels of education completed by age. Countif formulas were used to create the table in Figure 2 below. Age | Frequency | 0 - 10 | 0 | 11 - 21 | 5 | 22 - 32 | 33 | 33 - 43 | 29
Standardized test does not improve education. Punitive consequences achieve temporary compliance at the cost of demoralizing teachers and students. (citation) Standardized testing whether you agree with it or out it will continue to be used. There will always be argument when it comes to whether standardized test are assessment-driven reform, standards-based assessment, assessment-centered accountability; and high-stakes consequences. Standardized testing has both positive and negative aspects and when used effectively can play a significant role in bettering the education of our student.
One pitfall is teaching to the test, parents and teachers feels that the NCLB encourages, and rewards, teaching children to score well on the test, rather than teaching with a primary goal of learning. As a result, teachers are pressured to teach a narrow set of test-taking skills and a test-limited range of knowledge. A few more pitfalls are: problems with the standardized tests, teachers’ qualification standards, and failure to address the reason for lack of achievement just to name a few. This often resulted in teacher discouragement, role ambiguity, and superficial responses to administrative goals. A few strengths are: standards are set for teacher qualifications, NCLB emphasizes reading, writing, and math, and NCLB requires schools to focus on providing quality education to students who are often underserved, including children with disabilities, from low-income families, non-English speakers, as well as African-Americans and Latinos.
In this paper, I will discuss the IQ test, as well as other tests, used for measuring intellectual power and the effect intellectual power may have on future learning ability. Since 1905, when Alfred Binet and Theodore Simon established the first intelligence test, researchers have continuously developed techniques to identify children who may have difficulty performing at the average level in school. Binet and Simon decided the best way to measure this ability, or inability, was to test the child on basic school-like tasks. These included vocabulary tests, comprehension of facts and relationships, mathematical equations and verbal reasoning. Lewis Terman of Stanford University then modified this intelligence test in 1937.
Exploratory – Standardized Testing The issue at hand is the role standardized testing plays in students’ education. W. James Popham, former President of the American Educational Research Association, defines standardized tests as "any test that's administered, scored, and interpreted in a standard, predetermined manner." Year after year, we as students are urged to do well on various standardized tests. Our entire scholastic careers are comprised of tests and preparation for these tests. If this is the makeup of the vast majority of our academic education, then what are we truly gaining?
Supervision for Instructional Improvement Ebony A. Wilson Grand Canyon University Supervision and Instructional Leadership EDA 551 April 20, 2011 Supervision for Instructional Improvement Professional development is an essential tool in a movement towards greater success for all students and meeting the needs for school change in a society that is desperately in need of one. As stated by DeSimone (2011), "Teacher professional development is one of the keys to improving the quality of U.S. schools. Many education reforms rely on teacher learning— and the improved instruction that ideally follows — to increase student learning, so understanding what makes professional development effective is critical to understanding