How Well Aligned Are State Assessments of Student Achievement With State Content Standards?

The current context of standards-based reform has positioned regional service centers (RSCs), intermediary governmental agencies that support state policy implementation in local districts, as a critical source of professional development (PD). In this article, we ask how a governing body that districts often interact with during challenging reform processes manages maintain strong relationships with district and school staff, and thus maintain their image as trustworthy experts on standards implementation. We explore these questions using data from 108 interviews of state, district, and regional administrators in education agencies in Ohio, Texas, and California over a three-year period. We illustrate that by providing districts with (a) differentiated support specific to their unique needs, (b) materials and tools consistent with state content standards, and (c) expertise in supporting students with disabilities and English learners in standards-based environments, RSC staff become, in the words of one state leader, the state’s trusted “boots on the ground.”

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A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems

Research and Practice for Persons with Severe Disabilities ◽

10.1177/15407969211007561 ◽

2021 ◽

pp. 154079692110075

Author(s):

Amy M. Clausen ◽

Melissa C. Tapp ◽

Robert C. Pennington ◽

Fred Spooner ◽

Annette Teasdell

Keyword(s):

Severe Disabilities ◽

Content Standards ◽

School Students ◽

Word Problem Solving ◽

Current State ◽

Alternate Assessments ◽

Mathematical Word Problems ◽

State Of Research ◽

Based Instruction ◽

State Content

Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.

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Is There a de Facto National Intended Curriculum? Evidence From State Content Standards

Educational Evaluation and Policy Analysis ◽

10.3102/0162373709336465 ◽

2009 ◽

Vol 31 (3) ◽

pp. 238-268 ◽

Cited By ~ 29

Author(s):

Andrew C. Porter ◽

Morgan S. Polikoff ◽

John Smithson

Keyword(s):

Content Standards ◽

Intended Curriculum ◽

State Content

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Aligning Curriculum for the Gifted with Content Standards and State Assessments

10.4324/9781003233824-27 ◽

2021 ◽

pp. 485-503

Author(s):

Tamra Stambaugh ◽

Joyce VanTassel-Baska

Keyword(s):

Content Standards ◽

State Assessments

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Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment

Sport Management Education Journal ◽

10.1123/smej.3.1.47 ◽

2009 ◽

Vol 3 (1) ◽

pp. 47-65 ◽

Cited By ~ 2

Author(s):

Jo Williams ◽

Colleen Colles

Keyword(s):

Student Achievement ◽

Student Learning ◽

Learning Outcomes ◽

Sport Management ◽

Portfolio Assessment ◽

Student Learning Outcomes ◽

Assessment Tools ◽

Content Standards ◽

Individual Student ◽

Assessment Of Student Learning

Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.

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Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments

10.3386/w12817 ◽

2007 ◽

Cited By ~ 9

Author(s):

Brian Jacob

Keyword(s):

Student Achievement ◽

State Assessments ◽

Differential Performance

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Evaluating Alignment Between Curriculum, Assessment, and Instruction

Review of Educational Research ◽

10.3102/0034654309341375 ◽

2009 ◽

Vol 79 (4) ◽

pp. 1332-1361 ◽

Cited By ~ 85

Author(s):

Andrea Martone ◽

Stephen G. Sireci

Keyword(s):

Professional Development ◽

Student Learning ◽

Standardized Assessments ◽

Content Standards ◽

Alignment Method ◽

Curriculum Assessment ◽

Professional Development For Teachers ◽

Potential Benefits ◽

State Content

The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each method. They conclude that choice of alignment method depends on the specific goals of a state or district and that alignment research is critical for ensuring the standards-assessment-instruction cycle facilitates student learning. Additional potential benefits of alignment research include valuable professional development for teachers and better understanding of the results from standardized assessments.

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