Teacher and Principal Responses to the Grow Network: A Preliminary Evaluation of Use in Chicago Public elementary schools

During the 2001-02 school year, Chicago Public Schools officials contracted with the Grow Network to provide supplemental reporting of student test results to parents, teachers, and school administrators. The Grow Network provides a variety of resources, including individualized, printed score reports for parents; classroom-level reports for teachers; and school building reports for principals. CPS engaged the Grow Network as part of its efforts to improve data access and develop greater capacity for "data-driven decision making" in schools

Error Correction in Native-Nonnative Conversation

The purpose of this paper is to report the results of an investigation into how native speakers (NSs) of English in social settings correct the errors committed by their friends who are nonnative speakers (NNSs) of English. While there are a number of studies which describe error correction in the second/foreign language classroom (e.g., Allwright 1975; Fanselow 1977; Holley and King 1971), little is known about what NSs do when their NNS friends commit errors. Gaskill (1980) studied sample conversations of one NNS with several NSs. He concluded that when, and if, NS correction occurs, it is usually modulated in form to show NS uncertainty. However, as Cathcart and Olsen (1976) noted, personalities involved in the interaction affect the amount and type of correction supplied. Since Gaskill had only one NNS as his source of data, his results may not be representative. The NSs in our data used two strategies tocorrect NNS errors: on-record corrections off-record corrections. After describing the subjects and the methods used in collecting the data, we discuss in detail these two strategies. We also present, by way of contrast, several noncorrective discourse strategies which NSs used in order to clear up conversational difficulties. A model of error correction is proposed, which shows that most NS error corrections were given at transition points and not as interruptions. The paper concludes with implications of the results for the classroom and with suggestions for future research

Attitudes and Preferences of ESL Students to Error Correction

This article presents the findings of a survey of ESL students' attitudes toward and preferences for the correction of spoken errors by native speaker friends. The 418 subjects reported generally positive attitudes toward error correction, and claimed to prefer even more correction than their friends did. They saw correcting errors as facilitating--even being necessary--for the improvement of their oral English

Improving Chicago's Schools: Torvalds

More than 101,000 students, teachers, and principals across the Chicago public school system participated in the Consortium's 2003 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms and their professional development experiences, and answered our questions about the conditions under which they work. This information about where a school is and how it is developing can help the school assess its progress and plan for the future. Torvalds is the pseudonym for a representative CPS school

Development and Validation of a Vertical Scale for Formative Assessment in Mathematics

The regular formative assessment of students' abilities across multiple school grades requires a reliable and valid vertical scale. A vertical scale is a precondition not only for comparing assessment results and measuring progress over time, but also for identifying the most informative items for each individual student within a large item bank independent of the student's grade to increase measurement efficiency. However, the practical implementation of a vertical scale is psychometrically challenging. Several extant studies point to the complex interactions between the practical context in which the scale is used and the scaling decisions that researchers need to make during the development of a vertical scale. As a consequence, clear general recommendations are missing for most scaling decisions. In this study, we described the development of a vertical scale for the formative assessment of third- through ninth-grade students' mathematics abilities based on item response theory methods. We evaluated the content-related validity of this new vertical scale by contrasting the calibration procedure's empirical outcomes (i.e., the item difficulty estimates) with the theoretical, content-related item difficulties reflected by the underlying competence levels of the curriculum, which served as a content framework for developing the scale. Besides analyzing the general match between empirical and content-related item difficulty, we also explored, by means of correlation and multiple regression analyses, whether the match differed for items related to different curriculum cycles (i.e., primary vs. secondary school), domains, or competencies within mathematics. The results showed strong correlations between the empirical and content-related item difficulties, which emphasized the scale's content-related validity. Further analysis showed a higher correlation between empirical and content-related item difficulty at the primary compared with the secondary school level. Across the different curriculum domains and most of the curriculum competencies, we found comparable correlations, implying that the scale is a good indicator of the math ability stated in the curriculum