Districts report using test scores more to evaluate school improvement and district programs than to evaluate students, and rarely to evaluate principals or teachers¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On a forced-choice usage rating, about 77 percent of districts chose the two highest categories for using test scores to evaluate school improvement, higher than for students, programs, principals, or teachers. → John Q. Easton 2000 q2 i? Few districts use test scores extensively to evaluate principals or teachers; in both cases the most frequent response is "not at all." → John Q. Easton 2000

Evidence¶

John Q. Easton 2000¶

John Q. Easton. (2000). Testing and Assessment in Illinois School Districts. The Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/testing-and-assessment-illinois-school-districts

q2 · i? · associational · r2

Forced-choice survey item in which districts rated use of test scores on a five-point scale from "not at all" to "a great extent" for evaluating district programs, school improvement, principals, teachers, and students. The report notes "in actual ratings of usage they report more use of assessment results for evaluating school improvement and district programs than students."

"About 77 per- cent of districts chose “to a great extent” or the next high- est category to describe using test score results to evaluate school improvement."

Discussion¶

Related Claims¶

• Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective — related
• Nearly 90 percent of Illinois districts cite student assessment purposes as major purposes of their district-wide testing programs, with measuring student performance most common