Districts rate ISAT alignment to state learning standards highest among five rated areas, but fewer than half use the top two categories, and month administered and speed of reporting rate lowest¶

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? Among five rated ISAT areas, districts gave the highest rating to alignment to learning standards, though fewer than half used category 4 or 5 for it. → John Q. Easton 2000 q2 i? Only 21 and 19 percent used the two high categories for month administered and speed of reporting respectively; in both cases the most frequent rating is "poor." → 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

Survey item asking districts to rate the ISAT program on a five-point scale from poor to excellent on alignment, month administered, speed of reporting, reporting format, and grades tested (Figure 6). Reporting format and grades tested received relatively high ratings, with 41 and 40 percent using the two highest categories.

"Fewer than half of the districts use category 4 or 5 in rating the alignment of ISAT to state learning standards."

Discussion¶

Related Claims¶

• Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent — related
• Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts — related
• FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing — related
• Rating distributions and FFT-VAM relationships were broadly similar across the two pilot phases, though top-two-category ratings decreased somewhat in Pittsburgh — 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
• Assignment support was the highest-rated Class Companion function (83% Effective/Very Effective, M = 3.38), while assessing knowledge and skills was the lowest (71%) — related