Educational Evaluation Quality - Good Results

by: Luiz Gustavo Arruda
An adequate educational evaluation enhances instruction. Just as evaluation impacts student learning and motivation, it also influences the nature of instruction in the classroom. There has been considerable recent literature that has promoted evaluation as something that is integrated with instruction. To her, when evaluation is integrated with instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative evaluations provide diagnostic information. For instance, during instruction activities informal, formative evaluation helps teachers know when to move on, when to ask more questions, when to give more examples, and what responses to student questions are most appropriate. Standardized test scores, when used appropriately, help teachers understand student strengths and weaknesses to target further instruction.

Good assessment is valid and considers validity as a concept that needs to be fully understood. Like reliability, there are technical terms and issues associated with validity that are essential in helping teachers and administrators make reasonable and appropriate inferences from evaluation results (e.g., types of validity evidence, validity generalization, construct underrepresentation, construct-irrelevant variance, and discriminant and convergent evidence). Both intended and unintended consequences of evaluation need to be examined with appropriate evidence that supports particular arguments or points of view. Of equal importance is getting teachers and administrators to understand their role in gathering and interpreting validity evidence.

Good evaluation is fair and ethical and there are four views of fairness: as absence of bias (e.g., offensiveness and unfair penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. It includes entire chapters on the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities or special needs.

According to his text, there are also three additional areas characterized as also important:

- Student knowledge of learning targets and the nature of the evaluations prior to instruction (e.g., knowing what will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance).
- Student prerequisite knowledge and skills, including test-taking skills.
- Avoiding stereotypes.

Evaluation that is fair, leading to valid inferences with a minimum of error, is a series of measures that show student understanding through multiple methods. A complete picture of what students understand and can do is put together in pieces comprised by different approaches to evaluation. While testing experts and testing companies stress that important decisions should not be made on the basis of a single test score, some educators at the local level, and some (many?) politicians at the state at the national level, seem determined to violate this principle. There is a need to understand the entire range of evaluation techniques and methods, with the realization that each has limitations.

Good evaluation is efficient and feasible. Teachers and school administrators have limited time and resources. Consideration must be given to the efficiency of different approaches to evaluation, balancing needs to implement methods required to provide a full understanding with the time needed to develop and implement the methods, and score results. Teacher skills and knowledge are important to consider, as well as the level of support and resources.

We may consider a lot the importance in the fact of good evaluation appropriately incorporates technology. As technology advances and teachers become more proficient in the use of technology, there will be increased opportunities for teachers and administrators to use computer-based techniques (e.g., item banks, electronic grading, computer-adapted testing, computer-based simulations), Internet resources, and more complex, detailed ways of reporting results. There is to him, however, a danger that technology will contribute to the mindless use of new resources, such as using items on-line developed by some companies without adequate evidence of reliability, validity, and fairness, and crunching numbers with software programs without sufficient thought about weighting, error, and averaging.

To summarize, what is most essential about evaluation is understanding how general, fundamental evaluation principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as teachers and administrators learn about conceptual and technical evaluation concepts, methods, and procedures, for both large-scale and classroom evaluations, and apply these fundamentals to instruction.

Does Your Child Have a Bad Case of Senioritis (aka the Senior Slump)?

by: Ron Caruthers
This is the time of year that some kids really begin to slack off. You know, they feel like because the applications are done, the colleges won't care how their grades are or what classes they are taking.

This is wrong, wrong, WRONG

First off, let me make you feel better. It's not just your kid, it's EVERYBODY'S kid. Ok, well almost everybody's kid...

Anyway, it's so bad that Charles Reed, the chancellor for the Cal State system called 12th grade 'the biggest wasteland in America'. And right now, even as I write this, 9 state governors are seeking to completely overhaul the senior year, saying that it's currently a "waste of the student's time and taxpayer's money".

Crazy, huh?

So, don't beat your kids too bad if they've got it.

BUT, and this is the big but, that does NOT give them an excuse to totally slack off and just basically coast until summer.

Here's why: (seniors, are you paying attention?)

First off, the slacking is SO bad that 1/2 of the colleges nationwide have to offer remediation (think: remedial). And I'm not talking about community colleges at all. I'm talking 4 year schools ONLY. Half of them

What that means in plain English is that if you slack off and don't pay attention this year, no problem, you'll just have to re-take those classes once you get to college. Which means, it's longer until you graduate. Which, of course, costs your parents more money and delays you getting out into the real world and making serious money of your own.

Oh yeah, and that's IF you get in in the first place.

Here's what I mean:

If you are applying to any sort of competitive school, meaning pretty much anything other than a community college, they WILL be looking at what classes you are taking your senior year.

And they WILL notice if you went from challenging yourself by taking, say, 6 academic classes your junior year, and now you're only taking 4 classes and they are all electives. And that WILL affect their decision.

Right here, this can be the difference between getting into your 1st choice...and your last.

..Or not getting in at all.

Now, on the same subject, once and for all, YES! YOUR SENIOR YEAR GRADES DO COUNT.

A LOT

Got it?

Here's what happens: If you are borderline for getting in to a college, they will call your high school to request the latest copy of your grades. Which, by the way, you gave them the right to do when you filled out your application. And if they notice that you are slipping, they probably will not admit you.

Or, they can withdraw your admission even after they've offered it.

I know, it's not 'fair', but I've warned you.

Story: We had a student last year who was offered admittance to SDSU….on one condition: she had to get a 'C' or better in chemistry her senior year.

Yep, you got it: she got a 'D +'.

So, her admission was revoked, and NOTHING we could do would get them to reinstate her. Not offering to retake the class over summer, not getting the teacher to re-do her grade.

Nothing.

Because, basically, they said that she had shown them that she didn't have the discipline to succeed in college. Goodbye SDSU, hello Cal State San Bernardino.

She already had her room and everything. She had even started hanging out with her future roommate.

Do NOT let this happen to you.

Now, I know you're burnt out and everything, but here's what you can do to finish strong:

1. Realize that senior does count...both the classes you take AND the grades you get in them. So, like I said above, finish strong. You're almost there, don't let up know.

2. Evaluate your schedule. Don't get so busy with work or friends or your boyfriend/girlfriend or whatever that you're using up all the time you used to spend studying. Stay focused on your academics.

3. All right, this is going to sound lame, but challenge yourself. Yeah, yeah, I know. You've been hearing this forever. Here's what I mean: Look for ways to push yourself. Form a study group if you have to, or try to find something for extra credit that's interesting (key word: interesting).

4. Get your dang internship already. I've beat this one to death, but it's vitally important which is why I keep sounding like a broken record on this. Remember, it will help you both in determining whether you're even going to school for the right thing or not, AND it will get your foot in the door for the future.

5. Lastly, you're so 'done' with high school? Cool. Go take a class or two at a community college. Make sure it's academic, but this will give you a chance to get your feet wet and see what college is like, as well as being able to walk the halls with adults, and not a bunch of 14 year old freshman.

I don't know if these will help you or not. Like I said, probably the MOST important thing is to realize that 'almost done' and 'done' are NOT the same thing.

In fact, that's a pretty good quote. You should probably write that one down.

Hang in there. You'll be in college soon enough.

Kids and Money - Why Is It So Hard?

by: Jenny Ford
We learn so many things as we grow up. We learn how to walk, talk, and get away with not doing our homework. We learn how to play complicated games, many of them involving pretend money.

So, why is it so hard for us to learn how to manage money?

Why do so many people struggle to make ends meet, even on reasonably high incomes?

Why do so few people manage to provide sufficiently for themselves in retirement?

It’s not rocket science. We know what it takes. And there are some people doing it. So why isn’t basic money management as widely understood as basic geometry?

Imagine what life would be like if making money came as easily and naturally as riding a bike or tying your shoelaces. Imagine graduating high school with a permanent, secure, passive income already in place. You wake each the morning to find more money has appeared in your account overnight! If you want to travel, you do. If you want to paint, write, or do any other creative activity, you do. You choose your occupation based on what you love to do, not the burden of having to pay the bills. You have all the time you need to socialise with your family and friends, to stay in shape, and to practice your spirituality.

This world is not a pipe-dream. It’s not unrealistic. The world is alive with opportunity, more so now than ever before, and the opportunity is expanding exponentially.

With the right knowledge and attitudes, today’s kids can capture their share of that opportunity, and set themselves up for life.

So, why isn’t everyone doing it?

Because not everyone’s parents have the right knowledge and attitudes to pass along to their kids. Some of those who have the knowledge and attitudes are still setting themselves up in life, working long hours, and find it difficult to break the knowledge down into terms their kids can understand.

What can we do about it?

As parents, we need to be conscious that financial education ranks up there with education about nutrition, health, and communication. We must educate ourselves, so that we can educate our children.

There are many places to go on the web to get that vital financial education.

The Cash Smart Kids program (http://www.cash-smart-kids.com) provides lessons for the kids, plus additional reference material for their parents.

The Rich Dad website (http://www.richdad.com) is rich in content, and contains information about the Cashflow series of educational board games.

There are numerous e-Books, ezine articles, and offline financial publications with an online presence.

And, of course, there are dozens of relevant books in your local book store.