FOR NJOSH ONLY

Asha Alshahrani

Edu592

Dr. Anthony

Focused paper 1

The paper aims at looking at the education trust, Every Student Succeed Act (ESSA) and the class room assessment theory practice. These three major education standards give the education stakeholder their role in ensuring that every student benefits from the education system and that the schools utilize the resources they have maximally. The role and evaluation of the teachers, student assessment, English proficiency, school rating and the school accountability are also stipulated in the education trust assessments, standards and accountability.

The education trust is a document that contains Every Student Succeed Act of 2015 which is the transition from NCLB by the school year 2017/18 (The Education Trust, 2017). The document contains standards, assessment, and accountability of educations institution in every state. Some of the standards are: there should be at least three level of achievement for example basic, proficient, and advance. Secondly, there should be a set requirement for a student to join the higher institutions of learning. Thirdly, the same or standard assessment should apply to every student in a state. Finally, there is a set of standard for each state to accommodate the English learners. The assessments in the education trust document includes: there should be a standard writing and math assessment in each state, assessment at high school should be at three levels, high order assessment, computer adaptive assessment, optional high school assessment, and alternative assessment. The accountability section of the document contains a number of things that include: each state goal, accountability system, among many others. The accountability system on itself consists of school rating, school supports and interventions and comparability. Other sections in this document are public reporting, teachers and chartered schools.

The class room assessment theory practice on the other hand accesses how students and teachers can assist each other in improving performance. The large assessment that comes mostly at the end of the school year are never effective way of testing accountability and student understanding but are rather competitive test that keep the student off. Firstly, the student takes this test at the end of the year when the tutoring is over, secondly the teacher sees the results a month or two later when the student has progressed with another teacher and finally the teacher does not have time to analyze the result to get the errors he made (Stiggins, 2002). Therefore, the best way to assess student and improve performance is through continuous tests, quizzes, writing assignments among many others (Educational Leadership: Using Data to Improve Student Achievement: How Classroom Assessments Improve Learning, 2017). This way the student can be corrected and the teacher has the chance to interact personally with the students. Furthermore, teacher can carry out a quick statistic and identify the student weak point or where they taught using a bad technique. The benefits of class room assessment therefore are: the teacher manages to give the students a second chance; there is mastery learning, and finally an improvement in the education quality.

Reflection

The ESSA document serves to bridge the gap between the fast learners and slow learner. Furthermore, it gives the teacher a chance to have a closer interaction with the students which helps them gather information on the best tactics to use to make sure the students’ performance improves drastically. The evaluation of teacher by the state further makes teacher more accountable and responsible in their work improving the education level. Furthermore, this system eliminates the previous notion of competition in class and is focused more on getting the student to understand and get what is being taught therefore improving performance.

References

Educational Leadership:Using Data to Improve Student Achievement:How Classroom Assessments Improve Learning. (2017). Ascd.org. Retrieved 19 January 2017, from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx

The Education Trust. (2017). https://edtrust.org. Retrieved 19 January 2017, from https://edtrust.org/wp-content/uploads/2014/09/Detailed-Overview-of-Every-Student-Succeeds-Act.pdf

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.