Assessment Project Evaluation essay

Assessment Project Evaluation Overview Now you will complete this section of the white paper. You will justify your topic selection and its relevance to the school district’s goal of improving its assessment results.Instructions Write a 3–5 page paper in which you:● Revise the Assessment Project, ​printed below ​(The revision of the previous assignment is not included in the page count for this assignment).● Evaluate your district's assessment strategy for the area(s) that are relevant to your research and make any recommendations. Consider the following points:○ Does your district’s current assessment strategy meet the needs of certain populations of students?○ What can be done to improve assessment results, especially within specific populations?○ Are there any concerns about your district’s assessment strategy that you have based on your research?○ How do your research and recommendations fit into the border picture of improvement?● Ascertain three new advances in computer and web technologies that would benefit K–12 assessment that are related to your topic. Highlight one of these new innovations that might be practical for the district to implement in the near future. Provide a rationale for your response.● Propose the strategic manner in which you would conduct a training needs analysis for teachers related to your topic.● Provide at least three additional reliable, relevant, peer-reviewed references published within the last two years.2. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. The specific course learning outcome associated with this assignment is:● Create recommendations for an assessment strategy, new technologies, and a training needs analysis.MUST FOLLOW RUBRIC:Evaluate your district’sassessment strategy for the area(s) that are relevant to yourresearch and make anyrecommendations .Points:0 ​(0.00%) Did not submit or incompletely evaluated your district’s assessment strategy for the area(s) that are relevant to your research and/or did not make any recommendations, or made incomplete recommendations.Points:40.5 ​(15.00%) Partially evaluated your district’s assessment strategy for the area(s) that are relevant to your research and/or made partial recommendations .Points:45.9 ​(17.00%) Satisfactorily evaluated your district’s assessment strategy for the area(s) that are relevant to your research and made recommendations.Points:54 ​(20.00%) Thoroughly evaluated your district’s assessment strategy for the area(s) that are relevant to your research and made recommendations.Ascertain three new advances incomputer and web technologies that would benefit K–12 assessment that are related toyour topic. Highlight one ofthese new innovations thatmight be practical for the district to implement in thenear future. Provide arationale for your response.Points:0 ​(0.00%) Did not submit or incompletely ascertained three new advances in computer and web technologies that would benefit K–12 assessment that are related to your topic. Did not submit or incompletely highlighted one of these new innovations that might be practical for the district to implement in the near future. Did not submit or incompletely provided a rationale for your response.Points:50.625 (18.75%)Partially ascertained three new advances in computer and web technologies that would benefit K–12 assessment that are related to your topic. Partially highlighted one of these new innovations that might be practical for the district to implement in the near future. Partially provided a rationale for your response.Points:57.375 (21.25%)Satisfactorily ascertained three new advances in computer and web technologies that would benefit K–12 assessment that are related to your topic. Satisfactorily highlighted one of these new innovations that might be practical for the district to implement in the near future. Satisfactorily provided a rationale for your response.Points:67.5 ​(25.00%) Thoroughly ascertained three new advances in computer and web technologies that would benefit K–12 assessment that are related to your topic. Thoroughly highlighted one of these new innovations that might be practical for the district to implement in the near future. Thoroughly provided a rationale for your response.Propose the strategic mannerin which you would conduct a training needsPoints:0 ​(0.00%) Did not submit or incompletelyPoints:50.625 (18.75%)Points:57.375 (21.25%)Points:67.5 ​(25.00%) Thoroughly proposed theanalysis for teachers relatedto your topic.proposed the strategic manner in which you would conduct a training needs analysis for teachers related to your topic.Partially proposed the strategic manner in which you would conduct a training needs analysis for teachers related to your topic.Satisfactorily proposed the strategic manner in which you would conduct a training needs analysis for teachers related to your topic.strategic manner in which you would conduct a training needs analysis for teachers related to your topic.Three references. Points:0 ​(0.00%) No references provided.Points:20.25 ​(7.50%) Does not meet the required number of references; some or all references were poor-quality choices.Points:22.95 ​(8.50%) Meets number of required references; all references were high-quality choices.Points:27 ​(10.00%) Exceeds number of required references; all references were high-quality choices.Writing mechanics,grammar, and formatting.Points:0 ​(0.00%) Serious and persistent errors in grammar, spelling, punctuation, or formatting.Points:10.125 (3.75%)Partially free of errors in grammar, spelling, punctuation, or formatting.Points:11.475 ​(4.25%) Mostly free of errors in grammar, spelling, punctuation, or formatting.Points:13.5 ​(5.00%) Error free or almost error free grammar, spelling, punctuation, or formatting.Clarity and coherence ofwriting.Points:0 ​(0.00%) Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Points:20.25 ​(7.50%) Information is partially clear, with minimal reasons and evidence that logically support ideas.Points:22.95 ​(8.50%) Information is mostly clear and generally supported with reasons and evidence that logically support ideas.Points:27 ​(10.00%) Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.Assessment Project:IntroductionStandardized and aptitude tests intend to measure the general knowledge and intelligence ofstudents. Standardized assessments and aptitude tests have played a primary role in providingopportunities for students. The opportunities result in success in vital economic sectors andcompetitive job markets. Despite that, culture and gender could result in assessment inaccuracy.The tests are formed based on the majority group’s values and knowledge, forming bias againstminority groups. Also, for female students, the tests have often barred their access to progress.This paper will assess cultural and gender bias in standardized and aptitude tests in 12th gradestudents of North Carolina school of science and mathematics, and present recommendations.Aptitude and standardized tests are presumed impartial and fair academic performance measures.BAZEMORE-JAMES, Shinaprayoon & Martin (2016) postulate that the tests have become themost substantial educational program quality measures. However, performance gaps are evidentbetween non-minority groups and ethnic minority groups when standardized tests are performed,despite efforts to minimize. Most grade 12 aptitude and standardized tests are normed frommajority group scores and male gender in a general perspective (BAZEMORE-JAMES,Shinaprayoon & Martin, 2016). Therefore, it is inappropriate for individuals from other minoritycultures to be given the same assessments since they do not reflect those groups. When thegender or cultural background of students being tested is inadequately represented, theassessment’s reliability and validity are questionable, mostly when used on the said persons.Such groups are being denied access to career and advanced education opportunities because thetest does not reflect their ability and knowledge (Morgan, 2016). This necessitates the expansionof current test practices to be inclusive and more uniform. For instance, creativity assessmentsare normed for specific groups and produce uniform scores.Kruse (2016) established a bias in the interpretation and meaning of words included inassessments and tests. Gender and culture affect how students interpret and understand thewording of test questions. The comprehension of questions can be impacted by communicationpatterns, values, epistemologies, beliefs, learning and teaching styles, and students’ societies andcultures’ experiences (Morgan, 2016). More so, the test question can influence the item’sinterpretation, primarily when written in a language different from the test-takers (Kruse, 2016).Therefore, it is integral to regard non-native English speakers’ language proficiency beforeassessing them in the native language or English.Men and women have unequal grounds concerning higher education. Such includes the scoresreceived by male and female students in the North Carolina school of science and mathematicson standardized tests for admission into universities and colleges. As noted by Saygin (2020),male students are associated with significantly higher test scores than females in SATs. Inretrospect, this could develop a pool of unequal opportunities for both genders when seekingscholarships and admission to higher learning institutions. Female students have consistentlyscored below males in math and science tests (Saygin, 2020). The tests underpredict femaleperformance because while female students score lower on the standardized and aptitude tests,they obtain higher grades than boys in all subjects for the same course in their first year inuniversity or college.Key Related Political, Legal, and Current IssuesProper standardized and aptitude tests are among the current concerns under debate to advanceeducation policies. Studies by Eble & Hu (2018) agree that policymakers and most electedofficials use standardized tests to influence local schools’ operations. The tests have been used topromote policy goals, impose sanctions, and bestow rewards, broadening educationalopportunity gaps for students from different cultural backgrounds and female and male students,narrowing the curriculum, deprofessionalize education instructors, and centralized educationdecision making. In this sense, policymakers use standardized test prodigy as policy strategies(Eble & Hu, 2018). For instance, policymakers and elected officials face pressure to improveschools using existing tests for neither adequately validated nor intended objectives (Saygin,2020). As a result, the tests designed to provide valid performance measures are used to makedecisions about students only at the aggregate level, leading to unfair consequences to individualstudents.Policymakers often depend on available tests as it is an action opportunity. Reilly, Neumann &Andrews (2019) agree that though it is an impacted test, it yields better than harm results.Therefore, due to the correlation of policy and testing, it is critical to provide standards forproper tests. For reliability of the tests, all assessments must consistently measure studentperformance across tasks. The test scores meaning should not differ across settings, individuals,or groups as a fairness measure (Morgan, 2016). The scores must reflect and draw meaning inthe measured domains for validity measure (Reilly, Neumann & Andrews, 2019). With testingbeing utilized as a political strategy, individuals running political seats call for more substantialtest-based accountability, support testing for given aims, and take stands on different students’type of tests. The politicians’ focus on SAT has provided a strong support vein among citizens.Standardized tests in schools have been used to enact legal proceedings. As part of publicschooling, standardized achievements have shaped several federal and state laws, regulations,and policies to enhance school performance. In particular, (Scheiber, 2016) standardized testscores are used as a practical measure, and educators and schools are held accountable forstudent performance and educational results (Saygin, 2020)s. The scores are also used toestablish achievement gaps among several student groups such as students with learning orphysical disabilities, from low economic status households, not proficient in English, and color(Eble & Hu, 2018). The achievement gaps highlight and exposure could be crucial for greaterpublic awareness in education programs and policies.Teachers and schools append the curriculum to reflect the tests. In this context, teachers preparestudents for the test types and format with constructed responses (Scheiber, 2016). Taking a testhaving an unfamiliar structure is difficult for students. Thus, teachers are inclined to helpstudents prepare for what will be in the test rather than the required comprehensive skill set(BAZEMORE-JAMES, Shinaprayoon & Martin, 2016). Like in the North Carolina school ofscience and mathematics, teachers spend more time on mathematics and less on other subjects.As a result, instead of students being educated, they are prepared to do tests.Specific Needs of Students in The SchoolSpecial needs and other students need instructional support and assistance to progress in theirassessments and classes (Scheiber, 2016). Education teachers help students understand presentedinformation and assignments, and modify work to support their needs. This could be provided ina separate or general education classroom. Such students often join regular classes for selectsubject areas (Reilly, Neumann & Andrews, 2019). Teachers collect information on studentsrequiring special needs and device strategies and initiatives to succeed in their education andformal assessments (Eble & Hu, 2018). On the other hand, students need consultation servicesfrom general education and special education teachers (Ok, Rao, Bryant & McDougall, 2017).The instructors provide behavioral intervention and assessment adaptation, which facilitatesstudents with specific needs to benefit.Students with a disability require appropriate modifications, adaptations, and accommodations tothe classroom activities for their success. According to Kruse (2016), such must beindividualized based on personal interests, needs, and learning styles (BAZEMORE-JAMES,Shinaprayoon & Martin, 2016). This includes ensuring the student accesses the generalcurriculum to meet education standards applying to all students. Hence, it requires adapting theassessment to the content.Applications to K-12 AssessmentCreativity assessment is a preferred creative accomplishment predictor for students. It leveragesintelligence and benefits minority groups and gender than standardized tests (Morgan, 2016).This can facilitate student assessment based on their cognitive potential rather than the ability toadopt the majority’s culture, especially when the assessments reduce verbal aspects. It mayincrease fairness in other learning institutions such as colleges and universities (Reilly, Neumann& Andrews, 2019). Besides, alternative assessment models place the minority groups on thesame ground as the majority in ways standardized tests are incapable of doing. As a result, it willminimize the gender and cultural disparity and distortions emerging from the givendisadvantages.Reforms on standardized tests must ensure skills and content learned is aligned in the assessment(Saygin, 2020). Therefore, local policymakers should formulate assessments that present usefulquestions and information that triggers students’ critical thinking capacity. This will enablestudents to gain valuable experience (Eble & Hu, 2018). In this way, leaders can be decisive inproviding appropriate support and resources to local schools.The local district can balance the need for high-quality assessment and instructional time. It willensure that student students exhaust the required time to undertake standardized assessments.Worth noting, assessment of the tests would ensure each test serves a critical and distinct role infacilitating students’ progressive learning (Reilly, Neumann & Andrews, 2019). Fairness shouldbe exercised when using assessment to measure student learning, mainly for minority groups andstudents with disabilities. Uniform and equal assessments can help leaders and educationalinstructors identify additional interventions and support for student success.
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