Alternative Assessment and Accountability: A Case Study of Policy Reform and Teacher Practice at the District Level

Deliberations on the topic of alternatives to standardized assessments spurred the 2014 Virginia General Assembly legislation (House Bill 930/Senate Bill 306) that removed five, end-of-year Virginia Standards of Learning tests from select elementary and middle school subjects and supplant them with alternative measures (Virginia Department of Education, 2014). In light of the reform, the purpose of this study was to develop a descriptive account of one large Virginia school district’s implementation of alternative, locally developed assessments designed as an intervention to enhance teaching and learning. Emphasis was on the impact of policy change in social studies practice to capture teachers’ perceptions of alternative assessment in relation to teaching and learning. Specifically, this study examined, “How does reform focused on alternative assessment influence: (a) teachers’ perceptions, and (b) educational practice?” A theoretical framework, adapted from Bronfenbrenner\u27s ecological systems theory (1979), offered a conceptual stance through which to view the formed relationships between educational systems (i.e., state, district, and classroom) acting upon student learning. Using phenomenological analysis within case study, this study followed sixth/seventh grade social studies teachers and district leaders through their enactment of performance-based tasks as formative means of assessment. Through extensive individual and focus group interviews, classroom observations, and document/artifact analysis, the ways in which alternative assessment reform influenced teachers’ perceptions and educational practice were uncovered. Main findings from the study revealed (1) participants’ lived experiences in making the transition from an old to a new assessment accountability system; (2) the establishment of “common ground” between district leaders and teachers through supportive interventions (i.e., professional development); and (3) the development of teachers’ responsive teaching that linked assessment accountability to practice. Discussion focuses on bridging the gap between assessment policy reform and educational practice with regard to the scaffolds and interventions provided for teachers. Suggestions for social studies educators, district leaders, and state policymakers focus on the growing demand for pedagogy that best supports the practice of alternative assessment

A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities

This qualitative study identified four educators\u27 perceptions and their implementation of teaching advocacy to students with disabilities within a public secondary educational setting. Federal mandates, such as Public Law 94-142, requested educators including administrators, counselors, special educators, and general educators to help facilitate self advocacy skills in the public educational setting. Using observations, comprehensive interviews, and available documentation, this collective case study identified four educators\u27 experiences (an administrator, a counselor, a special educator, and a general educator) in developing student self advocacy as it pertains to the educators\u27 perceived role in working with students with disabilities. This study identified their perceptions of effective student self advocacy while describing their own actions and behaviors that promoted the skill. Prior research defined the framework, terminology, strategies, and usefulness from educator perceptions about the implementation of self advocacy. Still, there was insufficient research on how educators in different roles define, perceive, and facilitate self advocacy practices within a public secondary setting. This research addressed four specific participants\u27 time preparation, implementation, and reflection as it pertained to teaching self advocacy. Data analysis included open and axial coding, natural generalizations, and data reduction to identify emerging themes, patterns, and relationships relevant to the perceptions of self advocacy from these participants

Facilitating high school student success through READ 180: Analysis of program impact using measures of academic progress (MAP)

In response to its failure to meet state mandated proficiency standards in reading and mathematics over the past three years, a rural, Title I high school (LS) in South Carolina purchased and implemented the commercially available literacy program READ 180 (R180) for the 2008-2009 academic year. While previous research reported by Scholastic, Incorporated (R180) had provided support for the use of R180 in improving literacy, these studies have been criticized recently for their lack of comparable control groups, experimenter bias and lack of data from other content areas such as mathematics. The purpose of this study was to determine the relative effectiveness of R180 in improving reading and math performance when compared with traditional high school English course instruction in a group of ninth grade students at LS. The theoretical framework for this study was based on Vygotsky\u27s cognitive developmental theory which emphasizes the role of language in learning in all content areas. A group of below average reading ability students was assigned by LS to the R180 instructional class while a second group of average ability students was assigned to the traditional English course (TRAD). Both groups were pre and post tested in reading and math using the state-sponsored Measures of Academic Progress (MAP) standardized achievement test. Dependent samples t-tests and Analysis of Covariance were used to analyze the data. The results indicated statistically significant improvements in both math and reading scores for the TRAD group but not for the R180 group. This study has implications for positive social change in the form of independent, empirically-based data to both inform the administration of LS in future decision making regarding funding for the very costly R180 program as well as contributing to the overall database on R180\u27s effectiveness

Social Media and Academic Performance: Assisting Academic Achievement for English Language Learners

The purpose of this quantitative retrospective, causal-comparative study was to examine what, if any, statistically significant difference existed between Measures of Academic Progress (MAP) mathematical and reading achievement of English Language Learners (ELL) in a school using Seesaw—a social media platform—and those in a school not using Seesaw in an elementary school setting in Northern California. The population of ELL third and fourth-grade students within each participating school was 52, for a total of 104 participants. All ELL students in this study come from Spanish speaking homes and were Spanish speakers. Collection of data occurred through the MAP Growth assessments. Once both schools administered the assessments, the data were compared through a two-sample t-test. The archival data from both schools were analyzed and the data supported the alternate hypothesis that there was statistically significant difference exists between MAP mathematical and reading achievement of ELL students in a school using Seesaw and those in a school not using Seesaw in an elementary school setting in Northern California. Recommendations for further research include allowing for a longer period of time besides one school year, and a larger study using other, but similar platforms to obtain specific data regarding the use of Seesaw within the classroom

Classroom Assessment and Educational Measurement

Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives

An Exploration Of How Millenial Financial Aid Administrators In Higher Education Experience Leadership Through Their Attitudes, Beliefs, And Values

As the largest generational cohort in the workforce, millennials are poised and ready to take over the leadership helm. Even with the plethora of data about millennials, there is still a gap in the research literature about millennial leaders in higher education. Currently, higher education leadership research typically focuses on executive roles although providing access, helping students persist, and getting them graduated thrive in offices like financial aid. The purpose of this study was to explore how attitudes, beliefs, and values influence the leadership experiences of millennial financial aid administrators in higher education. This study sought a diverse group of financial aid administrators to address two questions, what are the leadership experiences of millennial financial aid administrators in higher education based on their attitudes, beliefs, and values and do psychographics (attitudes, beliefs, and values) have an impact on how millennial financial aid administrators in higher education describe their leadership style? Using semi structured interview questions rooted in addressing attitudes, beliefs, and values, the analysis uncovered five major themes from the participants’ experiences associated with understanding psychographics, the adaptable millennial, disconnect to empathy, holistic financial aid practices, and a need for progression. This study showed that experiences can be expressed through psychographics, and attitudes, beliefs, and values can influence a person\u27s leadership style. Based on the study’s findings it was recommended that the role of the financial aid administrator be re-imaged to align with current generational leaders and educating campus partners about the dynamics and influence of financial aid offices

Examining Barriers to Implementation of Inquiry-Based Science: A Mixed Methods Study of 6th- 8th Grade Science Teachers in One Rural District

This mixed-methods study investigated barriers of implementation of an inquiry-based science curriculum in 6th- 8th grade classrooms in a single district. Data from online surveys and interviews were used to examine barriers to the implementation of the new program and identify possible ways to overcome those barriers. The barriers identified were related to time, testing and accountability, support, and mandated curriculum. Teacher collaboration was identified as the variable that supported fidelity of implementation. The implications of this study were related directly and indirectly to testing and accountability policies. The conflict between what is expected of educators and what educators see as best practices does exist

Shall We D.A.N.C.E? – A Process for Transformation and Renewal

The purpose of this paper is to produce transformation and renewal within the Progressive National Baptist Convention, Inc. (hereafter, PNBC) through a change process called the D.A.N.C.E (Discovery, Analysis, Navigation, Choreography, and Execution). This process will enable leaders and members of the PNBC to examine and address critical questions related to their identity, purpose, and agenda in light of post-Civil Rights realities. The PNBC, like many Black social and religious organizations, emerged as a result of its time, a time characterized by segregation and discrimination legislated by the United States government. Yet with the success of socio-political movements like the Civil Rights Movement, resulting in the passing of the Civil Rights Acts of 1964 and 1968, times have changed. These changes have impacted every aspect of the Black community, including the Black Church and parachurch organizations. Because the PNBC derived its identity, purpose, and agenda from the sociological, political, and religious climate of the past, several critical questions must be asked at this point. These include: Who is the PNBC now? What is its purpose and agenda today? Most importantly, who does the PNBC need to be in order to remain relevant and progressive in the eyes of a post-modern, post-Civil Rights, “post-Joshua” generation? The purpose of this paper is to set forth a change process that will produce transformation and renewal within the PNBC. This process will allow this organization to examine and address critical questions related to its identity, purpose, and agenda in light of post-Civil Rights realities. By engaging this process, the organization will be able to re-imagine and revamp its mission with the goal of re-establishing its relevance. Theological Mentor: Kurt Fredrickson, Ph