Sturm+Morgan

students of their knowledge. ||= I want to know why the state finds that standarized tests and teaching to the test are effective. ||= Many schools manipulate who takes assessments so that they can receive higher scores. || state standards. ||= The history of how assessements came about. ||= Test preeparation has replaced other school activities such as fieldtrips. || controversy. ||= How effective is the No Child Left Behind Act. ||= Even students who are not taking the tests miss out on important instructional time. || too much instructional time preparing for tests. ||= Do these assessments test students on higher order thinking skills, or just basic knowledge? ||= Assessment is one of the most controversial topics in education. || about assessments? ||=  || certain students?
 * KWL Assignment**
 * My Research Paper Topic: Assessments in Elementary Schools**
 * = **__What I KNOW__** ||= __**What I WANT to Know**__ ||= **__What I LEARNED__** ||
 * = Assessment is used to test
 * = Testing scores are to meet
 * = Testing policies have cause
 * = Some worry that schools spend
 * =  ||= How do teachers and parents feel
 * || Are these assessments biased towards

Who decides whats appropriate to test and at what grade levels? ||  || __Purpose Statement:__ The purpose of this research paper is to examine the topic of assessment and how it relates to the No Child Left Behind Act in Title I schools. __Thesis Statement:__ Assessments take many forms and are designed to measure a student's progress in the classroom; however, some administrators worry that schools spend too much instructional time preparing students for tests. Your ideas are good, but I think you should say in your thesis what side you are on. Do you think schools spend too much instructional time on tests?
 * Purpose and Thesis Statement Assignment**

Do you believe that the assessments are forcing the teachers to "teach to test" rather than teach to standard or that as a result of the teaching the students are prepared for the test?

Jennings, J., & Rentner, D. (2006). Ten Big Effects of the No Child Left Behind Act on Public Schools. Phi Delta Kappa International, 88(2), 110-113. Retrieved from http://www.pdkintl.org/ This article is about the ten major effects the No Child Left Behind Act has on schools. This article mostly explains that schools need improvement and are spending a lot more time on testing students in math and reading. Lemke, R. J., Hoerandner, C. M., & McMahon, R. E. (2006). Student Assessments, Non‐test‐takers, and School Accountability. Education Economics. 14(2), 235-250. doi:10.1080/09645290600622970 This article talks a lot about how schools manipulate the assessment process. Many schools strategically select some students to not take the test so that the school as a whole will score higher. Cole, H., Hulley, K. & Quarles, P. (2009). Does Assessment Have to Drive the Curriculum? Forum on Public Policy Online. Retrieved from [|http://www.forumonpublicpolicy.com] This article talks about how assessing students is too much. The rearch this article found states that assessment does in face leave students behind in the learning process. Simon, M. (2010). Assessment versus Achievement: Winner Takes All! Florida Journal of Educational Administration & Policy. 3(2), 73-85. Retrieved from [] This article also discusses how taking assessments due to NCLB result in less instructional time. Too much time is spend on teaching to test and not enough on the actual curriculum. Education Week. (2009). Assessment. Retrieved from [] Put the article title first when there is no author. Keep Educaton Week after the date as the source. This article explains the effect of NCLB on schools. This law requires that schools use test to meet academic standards . The assessments are used to find a better way to measure not only student progress but also school progress. Allen, D.W., & Hecht J.C. (1974). Controversies in Education. Philadelphia, PA: W. B. Saunders Company. This book talks about how controversial assessments are in the school system. It states that assessment is damaging to students and that they are misused by teachers and administrators. **Paper Outline/Research Paper Draft** How do State Assessments Measure a Student’s Progress? <span style="font-family: Arial,Helvetica,sans-serif;">Introduction <span style="font-family: Arial,Helvetica,sans-serif;">Body <span style="font-family: Arial,Helvetica,sans-serif;">Conclusion
 * Annotated Bibliography/Reference List NOTE: For journal article titles, you only capitalize the first word, a word after a colon and any proper nouns. Also, be usre the journal name is italicized. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss the No Child Left Behind Act and how it relates to assessment in public schools
 * <span style="font-family: Arial,Helvetica,sans-serif;">Purpose: examine the topic of assessment and how it relates to the No Child Left Behind Act in Title I schools
 * <span style="font-family: Arial,Helvetica,sans-serif;">Thesis: Assessments take many forms and are designed to measure a student’s progress. The problem is that schools focus their efforts strictly on state standards.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The reasons why No Child Left Behind requires schools to annually test
 * <span style="font-family: Arial,Helvetica,sans-serif;">How assessment effects instructional time in the classroom
 * <span style="font-family: Arial,Helvetica,sans-serif;">How schools manipulate the system – how they may select students to not take test which will increase the test scores
 * <span style="font-family: Arial,Helvetica,sans-serif;">How the assessments effect the students that are taking them


 * <span style="font-family: Arial,Helvetica,sans-serif;">Summarize research ideas
 * <span style="font-family: Arial,Helvetica,sans-serif;">How controversial assessments are in the schools- how assessments doesn’t help students in the long run