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| nwea quadrant report: Teachers Teaching Teachers How teacher learning improves student learning Jake Madden, 2017-06-21 From Jake Madden, education's doyen in whole of school improvement, comes a book that showcases the power of teachers engaging in research to improve teaching practice. Teachers Teaching Teachers showcases an evidence based approach to improving the teaching performance of teachers through the Teacher as Researcher premise. This teacher professional learning premise involves every teacher in a school undertaking a personal inquiry project within their classroom. The central message is that when learning opportunities for the teacher are made meaningful and relevant, teaching improvement occurs. Madden and his fellow chapter authors provide an account of how embedded personalized professional learning opportunities, the engagement of school based action research and the ongoing collaboration of expert teachers, is offering schools a new path for supporting and enabling school reform. This book is a must read for those interested in improving education. |
| nwea quadrant report: Assessment and Teaching of 21st Century Skills Patrick Griffin, Esther Care, 2014-10-21 This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined. |
| nwea quadrant report: Balanced Assessment Systems Steve Chappuis, Carol Commodore, Rick Stiggins, 2016-07-20 Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment |
| nwea quadrant report: The Learning Leader Douglas B. Reeves, 2020-08-31 We can't do that in our school district. I don't have time to add that to my curriculum. We're fighting against impossible odds with these students. Sound familiar? School improvement can often feel like a losing battle, but it doesn't have to be. In this fully revised and updated second edition of The Learning Leader, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths, reduce their weaknesses, and reset their mindset and priorities to achieve unprecedented success. A critical key is recognizing student achievement as more than just a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. He offers an alternative—the Leadership for Learning Framework, which helps leaders identify and distinguish among four different types of educators and provide more effective, tailored support to - Lucky educators, who achieve high results but don't understand how their actions influence achievement. - Losing educators, who achieve low results yet keep doing the same thing, expecting different outcomes. - Learning educators, who have not yet achieved the desired results but are working their way toward excellence. - Leading educators, who achieve high results and understand how their actions influence their success. Reeves stresses that effective leadership is neither a unitary skill nor a solitary activity. The Learning Leader helps leaders reconceptualize their roles in the school improvement process and motivate themselves and their colleagues to keep working to better serve their students. |
| nwea quadrant report: Innovative Assessment for the 21st Century Valerie J. Shute, Betsy Jane Becker, 2010-09-08 In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new educationally valuable skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement. Innovative Assessment for the 21st Century explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher? |
| nwea quadrant report: Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek, 2004-07 |
| nwea quadrant report: Design Recommendations for Intelligent Tutoring Systems Dr. Robert A. Sottilare, US Army Research Laboratory, Dr. Arthur Graesser, University of Memphis, Dr. Xiangen Hu, University of Memphis, Dr. Benjamin Goldberg, US Army Research Laboratory, 2014-07-01 Design Recommendations for Intelligent Tutoring Systems explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Instructional Management” techniques, strategies and tactics, and identifies best practices, emerging concepts and future needs to promote efficient and effective adaptive tutoring solutions. Design recommendations include current, projected, and emerging capabilities within the Generalized Intelligent Framework for Tutoring (GIFT), an open source, modular, service-oriented architecture developed to promote simplified authoring, reuse, standardization, automated instructional management and analysis of tutoring technologies. |
| nwea quadrant report: Rethinking Teacher Supervision and Evaluation Kim Marshall, 2009-12-09 In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development. |
| nwea quadrant report: 10 Success Factors for Literacy Intervention Susan L. Hall, 2018-07-16 Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their skills. But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart? Author and education consultant Susan Hall provides answers in the form of 10 success factors for implementing MTSS. Based on her experience in schools across the United States, she explains the whys and hows of Grouping by skill deficit and using diagnostic assessments to get helpful data for grouping and regrouping. Implementing an instructional delivery model, including the walk-to-intervention model. Using intervention time wisely and being aware of what makes intervention effective. Providing teachers with the materials they need for effective lessons and delivering differentiated professional development for administrators, reading coaches, teachers, and instructional assistants. Monitoring progress regularly and conducting nonevaluative observations of intervention instruction. Practical, comprehensive, and evidence-based, 10 Success Factors for Literacy Intervention provides the guidance educators need to move from disappointing results to solid gains in students' literacy achievement. |
| nwea quadrant report: Guidelines for Water Reuse , 2004 |
| nwea quadrant report: Get Better Faster Paul Bambrick-Santoyo, 2016-07-25 Effective and practical coaching strategies for new educators plus valuable online coaching tools Many teachers are only observed one or two times per year on average—and, even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, he breaks down the most critical actions leaders and teachers must take to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. Get Better Faster focuses on what's practical and actionable which makes the book's approach to coaching so effective. By practicing the concrete actions and micro-skills listed in Get Better Faster, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focused heavily on the first 90 days of teacher development, it's possible to implement this work at any time. Junior and experienced teachers alike can benefit from the guidance of Get Better Faster while at the same time closing existing instructional gaps. Featuring valuable and practical online training tools available at http://www.wiley.com/go/getbetterfaster, Get Better Faster provides agendas, presentation slides, a coach's guide, handouts, planning templates, and 35 video clips of real teachers at work to help other educators apply the lessons learned in their own classrooms. Get Better Faster will teach you: The core principles of coaching: Go Granular; Plan, Practice, Follow Up, Repeat; Make Feedback More Frequent Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide It also walks you through the four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse Perfect for new educators and those who supervise them, Get Better Faster will also earn a place in the libraries of veteran teachers and school administrators seeking a one-stop coaching resource. |
| nwea quadrant report: Reading Reconsidered Doug Lemov, Colleen Driggs, Erica Woolway, 2016-02-29 TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers. |
| nwea quadrant report: Annual Growth, Catch-up Growth Lynn Fielding, Nancy Kerr, Paul Rosier, 2007-04-01 Describes the Kennewick model which shows how to assure annual growth in K-12 for all students, catch-up growth for those who are behind, and increased cognitive growth for children ages birth to five. |
| nwea quadrant report: Interactive Writing Andrea McCarrier, Irene C. Fountas, Gay Su Pinnell, 2000 Interactive Writing is specifically focused on the early phases of writing, and has special relevance to prekindergarten, kindergarten, grade 1 and 2 teachers. |
| nwea quadrant report: Achieving Equity and Excellence Douglas Reeves, 2019 In Achieving Equity and Excellence: Immediate Results From the Lessons of High-Poverty, High-Success Schools, author Douglas Reeves provides a methodology for change based upon identifying, recording, and replicating positive results in the readers' schools and communities. Dr. Reeves notes the need for immediate results and programs that are proven to work within readers' communities, as well as the urgent desire that educators have to create a more just and equitable system for their students. As such, this book serves as a research-backed guide for readers who wish to see their students make dramatic improvements in school in a single semester. Readers will study the mindset of high-poverty, high-success schools and the research that this mindset is founded on. Then, they will see how this mindset translates into a methodology of action for change that is based primarily in daily decisions that the readers will make for the benefit of their students. Through this book, readers will not only realize that a more equitable and just system is possible in their school, but also learn the mindset and practices necessary to make these changes a reality-- |
| nwea quadrant report: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties David A. Kilpatrick, 2015-09-08 Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track. |
| nwea quadrant report: Essentials of Understanding Psychology Feldman, Robert Stephen Feldman, 2016-12-16 Guides students through introductory psychology concepts. This book integrates a variety of elements that foster students' understanding of psychology and its impact on their everyday lives, including a fresh Neuroscience and Life feature. |
| nwea quadrant report: Volcanic Reservoirs in Petroleum Exploration Caineng Zou, 2013-01-11 The first work of its kind, Volcanic Reservoirs in Petroleum Exploration summarizes the current research and exploration techniques of volcanic reservoirs as a source of oil and gas. With a specific focus on the geological features and development characteristics of volcanic reservoirs in China, it presents a series of practical exploration and evaluation techniques based on this research. Authored by an award-winning petroleum geologist, it introduces exploration and outcome prediction techniques that can be used by scientists in any volcanic region worldwide. Volcanic reservoirs as new sources of petroleum resources are a hot topic in petroleum exploration. Although volcanic rock cannot generate hydrocarbons, it can serve as a reservoir for hydrocarbons when conditions permit. This book explains the differences between volcanic reservoirs and other major reservoir types, and describes effective methods for examining volcanic distribution and predicting volcanic reservoirs, providing a framework for systematic studies throughout the world. - Includes an entire section dedicated to current trends in volcanic prediction and evaluation technology - More than 90 full-color photos illustrate the text in greater detail - Case studies conclude each chapter, helping scientists apply the book's concepts to real-life scenarios |
| nwea quadrant report: World Class Learners Yong Zhao, 2012-06-26 In the new global economy, the jobs that exist now might not exist by the time today's students enter the workplace. To succeed in this ever-changing world, students need to be able to think like entrepreneurs: resourcefully, flexibly, creatively, and globally. Researcher and professor Yong Zhao unlocks the secrets to cultivating independent thinkers who are willing and able to think creatively and differently about creating jobs and contributing positively to the globalized society. World Class Learners presents concepts that teachers, administrators, and even parents can implement immediately, including how to Understand and harness the entrepreneurial spirit Foster student autonomy and leadership Encourage inventive learners with necessary resources Develop global partners and resources With the liberty to make meaningful decisions and explore nontraditional learning opportunities, today's students will develop into tomorrow's global entrepreneurs. Book jacket. |
| nwea quadrant report: Five-year Budget Projections United States. Congressional Budget Office, 1977 |
| nwea quadrant report: Handbook on Family and Community Engagement Sam Redding, Marilyn Murphy, Pam Sheley, 2011-10-19 This Handbook features insights from 36 experts on family and community engagement, offering practical suggestions for states, districts, and schools. It includes vivid vignettes of parents, teachers, and kids, celebrating the diversity and goodness of families, schools, and communities across the nation. |
| nwea quadrant report: Q.E.D. , 2004-05-01 Q.E.D. presents some of the most famous mathematical proofs in a charming book that will appeal to nonmathematicians and math experts alike. Grasp in an instant why Pythagoras's theorem must be correct. Follow the ancient Chinese proof of the volume formula for the frustrating frustum, and Archimedes' method for finding the volume of a sphere. Discover the secrets of pi and why, contrary to popular belief, squaring the circle really is possible. Study the subtle art of mathematical domino tumbling, and find out how slicing cones helped save a city and put a man on the moon. |
| nwea quadrant report: Design Recommendations for Intelligent Tutoring Systems Dr. Robert A. Sottilare, US Army Research Laboratory, Dr. Arthur Graesser, University of Memphis, Dr. Xiangen Hu, University of Memphis, Dr. Heather Holden, US Army Research Laboratory, 2013-08-01 Design Recommendations for Intelligent Tutoring Systems explores the impact of computer-based tutoring system design on education and training. Specifically, this volume, “Learner Modeling” examines the fundamentals of learner modeling and identifies best practices, emerging concepts and future needs to promote efficient and effective tutoring. Part of our design recommendations include current, projected, and needed capabilities within the Generalized Intelligent Framework for Tutoring (GIFT), an open source, modular, service-oriented architecture developed to promote simplified authoring, reuse, standardization, automated instruction and evaluation of tutoring technologies. |
| nwea quadrant report: Charter School Outcomes Mark Berends, Matthew G. Springer, Herbert J. Walberg, 2017-09-25 Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include: Expertise – The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and Northwest Evaluation Association. Cross-Disciplinary – The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools. Coherent Structure – Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book. This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers. |
| nwea quadrant report: Transforming Teaching and Learning Through Data-Driven Decision Making Ellen B. Mandinach, Sharnell S. Jackson, 2012-04-10 Connect data and instruction to improve practice Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text’s integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: Assessment Statistics Instructional and differentiated psychology Classroom management |
| nwea quadrant report: Exceeding Expectations Susan J. Kovalik, Karen D. Olsen, 2001 |
| nwea quadrant report: Methodology for Large-scale Systems Andrew P. Sage, 1977 |
| nwea quadrant report: Seamless Learning Chee-Kit Looi, Lung-Hsiang Wong, Christian Glahn, Su Cai, 2019-01-31 This book introduces readers to the latest state of research and development in seamless learning. It consolidates various approaches to and practices in seamless learning from a range of techno-pedagogical, socio-situated and socio-cultural perspectives. Further, it details our current understanding of learning in both formal and informal settings, crossover learning, incidental learning, and context-based learning approaches, together with these aspects’ linkages to the notion of seamlessness. The book is divided into sections addressing the theorization of seamless learning, understanding informal learning, research methodological issues, technology-enabled seamless learning and real-world applications of seamless learning. |
| nwea quadrant report: Charter High Schools , 2006 |
| nwea quadrant report: Civil Histories Peter Burke, Brian Howard Harrison, Paul Slack, Keith Thomas, 2000 Sir Keith Thomas is one of the most innovative and influential of English historians, and a scholar of unusual range. These essays, presented to him on his retirement as President of Corpus Christi College, Oxford, concentrate on one of the broad themes illuminated by his work - changing notions of civility in the past. From the sixteenth century onwards, civility was a term applied to modes of behaviour as well as to cultural and civic attributes. Its influence extended from styles oflanguage and sexual mores to funeral ceremonies and commercial morality. It was used to distinguish the civil from the barbarous and the English from the Irish and Welsh, and to banish superstition and justify imperialism. The contributors - distinguished historians who have been Keith Thomas's pupils - illustrate the many implications of civility in the early modern period and its shifts of meaning down to the twentieth century. |
| nwea quadrant report: A Parent's Guide to MAP. NWEA. Northwest Evaluation Association, 2016 This guide was created as a resource to help families better understand Measures of Academic Progressʼ (MAPʼ), and their child's results. The guide provides answers to a variety of questions such as: What is MAP?; What does MAP measure?; How do schools and teachers use MAP scores?; Can MAP tell me if my child is working at grade level?; and more. The guide also includes a Quick Reference sample report to help parents understand the Student Progress Report. The Student Progress Report will contain the child's NWEA MAP test results and provide information to show how the child is doing compared to other students in the same grade, in the child's school district, and across the United States. |
| nwea quadrant report: Aligning the NWEA RIT Scale with the South Carolina High School Assessment Program John Cronin, 2004 Each year, South Carolina students participate in testing as part of the South Carolina assessment program. Students in grades 3 through 8 take the Palmetto Achievement Challenge Tests (PACT) in English/Language Arts and Mathematics. Students in grade 10 take the High School Assessment Program (HSAP) in English/Language Arts and mathematics. These tests serve as an important measure of student achievement for the state's accountability system. Results from these assessments are used to make state-level decisions concerning education, to meet Adequate Yearly Progress (AYP) reporting requirements of the No Child Left Behind Act (NCLB), and to inform schools and school districts of their performance. In addition, students must achieve Level 2 performance on the HSAP in order to graduate from high school. The South Carolina Department of Education has developed scales that are used to assign students to one of four performance levels on the HSAP. Level 2 is considered the level that represents passing performance. Many students who attend school in South Carolina also take tests developed in cooperation with the Northwest Evaluation Association (NWEA). These tests report student performance on a single, cross-grade scale, which NWEA calls the RIT scale. This study investigated the relationship between the scales used for the HSAP assessments and the RIT scales used to report performance on NWEA tests. The study determined the reading, language usage and mathematics RIT score equivalents for the HSAP performance levels in English/Language Arts and Mathematics. Test records for more than 3,500 students were included in this study. Three methods generated an estimate of RIT cut scores that could be used to project HSAP performance levels. Rasch SOS methods generally produced the most accurate cut score estimates. Accuracy of predicting HSAP passing performance was above 88% for all subjects when using the best methodology. Type I errors never ranged above 6% when the best methodology was employed. (Contains 12 tables and figures.). |
| nwea quadrant report: Aligning the NWEA RIT Scale with the Nevada Criterion Referenced Assessment and the Iowa Test of Basic Skills John Cronin, Branin Bowe, 2004 Each year, Nevada students in grades 3, 4, 5, and 7 participate in testing as part of the Nevada assessment program. Students in grades 3 and 5 take the Nevada Criterion Referenced Assessment (Nevada CRT) while students in grades 4 and 7 take the Iowa Test of Basic Skills (ITBS). These tests serve as an important measure of student achievement for the state's accountability system. Results from these assessments are used to make state-level decisions concerning education, to meet Adequate Yearly Progress (AYP) reporting requirements of the No Child Left Behind Act (NCLB), and to inform schools and school districts of their performance. The Nevada Department of Education has developed scales that are used to assign students to one of four performance levels on the Nevada CRT. These are, from the lowest cut score to the highest: developing, approaches, meets, and exceeds. For purposes of NCLB, the meets level is considered the level that represents satisfactory performance. Students taking the Iowa Test of Basic Skills are also assigned to one of four levels. These levels simply reflect the four quartiles reported in the ITBS norms. Many students who attend school in Nevada also take tests developed in cooperation with the Northwest Evaluation Association (NWEA). These tests report student performance on a single, cross-grade scale, which NWEA calls the RIT scale. This study investigated the relationship between the scales used for the Nevada state assessments and the RIT scales used to report performance on NWEA tests. The study determined RIT score equivalents for Nevada CRT and ITBS performance levels in reading and mathematics. Nevada CRT test records for more than 2,000 students were included in this study. Three methods generated an estimate of RIT cut scores that could be used to project Nevada CRT performance levels. Rasch SOS methods generally produced the most accurate cut score estimates. Accuracy of predicting Nevada CRT passing performance was above 84% for all grades when using the best methodology. Type I errors ranged from about 8% to 14% when the best methodology was employed. (Contains 16 tables and figures.). |
| nwea quadrant report: Aligning the NWEA RIT Scale with the Pennsylvania System of School Assessment (PSSA) John Cronin, Branin Bowe, 2004 Each year, Pennsylvania students participate in testing as part of the Pennsylvania assessment program. Students in grades 5, 8, and 11 take tests in reading and math while those in grades 6, 9 and 11 are assessed in writing. These tests serve as an important measure of student achievement for the state's accountability system. Results from these assessments are used to make state-level decisions concerning education, to meet Adequate Yearly Progress (AYP) reporting requirements of the No Child Left Behind Act (NCLB), and to inform schools and school districts of their performance. The Pennsylvania Department of Education has developed scales that are used to assign students to one of four performance levels on the state's assessments. These are, from the lowest cut score to the highest: below basic, basic, proficient, and advanced. For purposes of NCLB, the proficient level is considered the level that represents satisfactory performance. Many students who attend school in Pennsylvania also take tests developed in cooperation with the Northwest Evaluation Association (NWEA). These tests report student performance on a single, cross-grade scale, which NWEA calls the RIT scale. This study investigated the relationship between the scales used for the PSSA assessments and the RIT scales used to report performance on Northwest Evaluation Association tests. The study determined RIT score equivalents for the PSSA performance levels in reading and mathematics. Test records for more than 2,400 students were included in this study. Three methods generated an estimate of RIT cut scores that could be used to project PSSA performance levels. Second-order regression methods generally produced the most accurate cut score estimates. Accuracy of predicting PSSA passing performance was above 84% for all grades when using the best methodology. Type I errors ranged from about 4% to 8% when the best methodology was employed. (Contains 14 tables and 3 figures.). |
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NWEA, it’s parent friendly. It’s extremely teacher friendly, unlike some other routes that our district has tried. NWEA is my favorite, it’s not rocket science.
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NWEA - Wikipedia
The Northwest Evaluation Association (NWEA) [1] [2] is a division of Houghton Mifflin Harcourt (acquired by HMH in 2023) that creates academic assessments for students pre-K-12. NWEA …
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NWEA Fusion 2025. Connect with educators from around the world to learn and share best practices about data, assessment, and improving outcomes for kids!
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We pioneer educational research, assessment methodology, rigorous content, and psychometric precision to support teachers across the globe in the critical work they do every day.
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Leader in K-12 Assessment and Research | NWEA
NWEA, it’s parent friendly. It’s extremely teacher friendly, unlike some other routes that our district has tried. NWEA is my favorite, it’s not rocket science.
NWEA
Access NWEA's resources and tools for data-driven education, assessments, and improving student outcomes.
Test Player
Please raise your hand for help. Por favor levante la mano para pedir ayuda.
NWEA - Wikipedia
The Northwest Evaluation Association (NWEA) [1] [2] is a division of Houghton Mifflin Harcourt (acquired by HMH in 2023) that creates academic assessments for students pre-K-12. NWEA …
NWEA Connection Home
NWEA Fusion 2025. Connect with educators from around the world to learn and share best practices about data, assessment, and improving outcomes for kids!
