What does grade retention do to a student's grade placement?
It keeps the student in the same grade.
What outcomes is grade retention commonly associated with?
Dropping out, higher arrest rates, fewer job opportunities, and lower self-esteem.
What did G. Hong and Raudenbush, 2005 find about retention's academic effects?
Retention showed no evidence of improving reading or mathematics achievement.
According to McMillan (2019), when can grades support student motivation?
When teachers act in students’ best interests and help them use grades as learning feedback.
How can teachers respond to work that does not yet meet standards?
Mark it incomplete and support revision while preserving high standards and an opportunity to meet them.
What grading practices help ensure fair, evidence-based grades?
Explain policies early, specify reasonable standards clearly, and use as much objective evidence as possible.
How is the mean of a group of scores calculated?
Add the scores and divide by the number of scores.
What does standard deviation measure in a group of scores?
How widely scores vary from the mean.
What does a percentile rank measure?
The percentage of a norm group scoring below an individual's raw score.
What does a percentile rank of 75 indicate about a student's score?
It exceeds the scores of 75% of the norm group.
What does the decimal in a grade-equivalent score represent?
Tenths of a year, usually interpreted as months.
What do achievement-test publishers commonly show in individual student profiles?
Scores on each subtest.
According to Popham (2020), what is a scaled score?
The basic score from which other reported scores are derived.
In a National PR-S score of 59-5, what does 59 represent?
The percentile rank.
According to Popham (2020), what share of college academic success is associated with SAT or ACT scores?
25%.
What goal-setting approach should teachers use in effective family conferences?
Set a few clear goals.
How should teachers describe scores when explaining test results?
As ranges rather than perfect single-point measures.
What should teachers explain when discussing norm-referenced or criterion-referenced test results?
The comparison group for norm-referenced tests or the assessed tasks for criterion-referenced tests.
What decisions can high-stakes testing influence?
Decisions with powerful consequences for individuals, schools, or educators.
What must decision-makers consider when using test scores?
Test quality and use, tested populations, consequences, group interpretation, measured constructs, and other information.
Why should testing not serve accountability alone?
Yearly learning estimates can displace useful instructional feedback for teachers and students.
Which source presents guidance for sound high-stakes testing programs?
Haladyna, *Essentials of standardized achievement testing: Validity & accountability*, 2002.
What should a sound high-stakes testing program provide when appropriate?
Alternate assessments and retesting.
What does value-added modeling compare using prior student data?
Actual achievement growth with expected average growth.
What effect does achievement above predicted growth yield in value-added modeling?
A positive estimated teacher or school effect.
Which body and year advised against using value-added scores to evaluate individual teachers?
American Educational Research Association Council, 2015.
What does value-added modeling estimate from students’ test scores?
Students’ average test-score gains, adjusted for characteristics such as prior achievement.
Who reported the 2019 New Mexico teacher evaluation study?
Sy Doan and colleagues, 2019.
What proportion of New Mexico teachers would have received a different composite score upon same-year reevaluation?
40%.
When were the New Mexico teachers in the evaluation study evaluated?
From 2015 to 2016.
What decision about good teaching must teacher evaluation address?
Whether it means reaching academic goals, achieving nonacademic goals, meeting a set standard for all students, or maximizing each student’s progress.
Which three measures did the MET Project’s 2013 final report recommend using together?
State-test gains, student-perception surveys, and Danielson Framework for Teaching observations.
According to Campbell and Ronfeldt (2018), what can influence classroom observation ratings?
The students being taught and the class composition.
According to the Digest of Educational Statistics, 2020, how many K–12 students were retained in 2017?
About 1,082,000 students.
What did Schwerdt et al., 2015, 2017 find about Florida third-grade retention and graduation?
Retained students were as likely to graduate as students who were not retained.
According to Bassok & Reardon, 2013, which children are most likely to be red-shirted?
White boys from high socioeconomic-status families.
What long-term pattern followed retention in a four-year study?
Short-term social and behavioral advantages were followed by long-term problems and vulnerabilities.
According to Jan Hughes and her colleagues, 2018, which retained students faced especially increased dropout?
Black and Hispanic girls.
What responses can low grades provoke in students?
Withdrawal, blaming others, dismissing work, feeling unable to improve, or giving up on school.
How can low grades at the start of the year create a downward spiral?
Lower grades can reduce engagement, which contributes to still lower grades.
What should teachers do after students complete a test?
Correct, return, and discuss it promptly, including why popular wrong answers are incorrect.
When should teachers generally change a student's grade?
To correct a clerical or calculation error.
How should teachers handle borderline grades and commonly missed questions?
Give students the benefit of the doubt and consider revising or discarding questions many miss in the same way.
What does central tendency describe for a group of scores?
Its typical or representative score.
What is the median in a ranked list of scores?
The middle score, with half the scores larger and half smaller.
Which score is the mode in a group of scores?
The score that occurs most often.
Which measure may better represent central tendency when scores include extremes?
The median.
What does variability describe in a group of scores?
The degree of difference or deviation from the mean.
What is the range of a group of scores?
The distance between the highest and lowest scores.
How is a percentile rank of 50 described?
Average.
Why do percentile-rank gaps not represent constant raw-score gaps?
The raw-score gap can vary across different percentile ranges.
Why does a high grade-equivalent score not establish readiness for advanced work?
Different grade-level test forms may assess different material.
Why do educators and psychologists often recommend not using grade-equivalent scores?
Their units have different meanings at different grade levels, making them misleading.
What makes a standard-score difference of 10 points meaningful across its scale?
A standard score is based on the standard deviation.
How can a Lexile Measure help teachers choose texts for a student?
It helps select texts appropriate to the student's reading level.
Which subject areas appear in the sample Stanford Achievement Test, 10th Edition report?
Reading, Mathematics, Language, Spelling, Science, Social Science, Listening, and Thinking Skills.
What additional scores appear in the sample student report alongside achievement results?
Total battery scores and Otis-Lennon School Ability test scores.
What are the mean and standard deviation of National Normal Curve Equivalents?
A mean of 50 and a standard deviation of 21.
What does a grade equivalent indicate about a student's scaled score?
The grade and month at which an average student would obtain the same scaled score.
Which source is associated with the finding that high school grades predict on-time college graduation better than test scores?
Galla et al., 2019.
What information helps explain why high school grades predict on-time college graduation better than admission-test scores?
Grades provide information about self-regulation and motivation.
Why are percentile scores useful for explaining norm-referenced test results?
They are easier to explain than other score types.
What does a high grade-equivalent score indicate about a student’s understanding?
Thorough understanding of the current grade.
How does accountability monitor student learning?
By using high-stakes tests to make teachers and schools responsible for learning.
Which outcomes can test results affect?
Licensing, admissions, promotion, graduation, special-program access, educator licensure and tenure, and school funding.
Which authors reported elementary-school test preparation taking about 20% of instructional time?
Abrams & Madaus, 2003.
Which source described curriculum narrowing and reading-related disadvantages in high-stakes testing?
Haertel, 2018.
Which source found item format explained about 25% of variation in state gender gaps?
Reardon et al., 2018.
What were PARCC and SBAC created to develop?
Assessments aligned with the Common Core Standards.
What kind of thinking were PARCC and SBAC assessments intended to measure?
Complex thinking.
Which source describes a six-class-period test-preparation program for students with disabilities?
Carter et al., 2005.
What did the authors recommend after most participants remained below passing level?
Begin preparation earlier.
How should teachers ensure tests measure intended learning?
Align test questions with learning goals.
How should students manage time during a test?
Answer easier questions first.
What test qualities are required for value-added judgments?
Tests must be valid, reliable, curriculum-aligned, and broad in score range.
Why are value-added estimates less certain for a single class?
They are based on fewer students than whole-school estimates.
Which authors and year are cited for summer learning loss in value-added comparisons?
Atteberry & Mangan, 2020.
Which author and year are cited for confounding in teacher-effect estimates?
Popham, 2020.
Which scholar and year raised fundamental questions about the goals of teacher evaluation?
Kimberlee Everson, 2017.
How did greater value-added weight affect reevaluation consistency in New Mexico?
Estimates were less consistent.
What determines the validity of a teacher evaluation method?
Whether it matches the conception of good teaching being used.
Which organization launched the MET Project in 2009?
The Bill and Melinda Gates Foundation.
In which year did the Bill and Melinda Gates Foundation launch the MET Project?
2009.
How many teachers participated in the MET Project research partnership?
3,000 teachers.
Which survey did Ron Ferguson develop at Harvard University in 2008?
The Tripod Student Perception Survey.
How are Tripod survey statements adapted for different ages?
They address age-appropriate topics, such as remembering learning, correcting mistakes, and giving full effort.
According to Sandilos et al. (2019), what do Tripod and Danielson scores predict?
Student academic growth on achievement tests.
Answer 37 questions on Assessment, Grading, and Test Scores.
1. A school keeps Maya in the same grade for another year, while her classmates advance. Which approach is being used for Maya?
2. Which set of outcomes is commonly associated with grade retention in research?
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