Assessing student learning at Franklin
Though many educators criticize the increased use of standardized
assessments, Principal Hoffman consistently linked the use
of assessments with instructional and curricular changes in
her school. She explained, "We have gone from a random
approach to reading to assessments, which then help us understand
how to choose books at kids levels."
ISD goals stated that 95% of first and second graders will
read and write at grade level. By 1999, all students were
tested by established
measures. 60% of first graders and 85% of second graders
were able to read at grade level; and 66% of Kindergartners
and 79% of first graders were able to write at grade level.
Because it is a K-2 school, Franklin students do not take
state required exams until they reach 3rd grade at Randall
school. In 1998, 65% of Randall 3rd graders rated advanced
or proficient on the state exam; by
2004 83% of students rated advanced or proficient.
Prior to ISD, students with disabilities and LEP were not
assessed with district exams. None of these students had baseline
achievement data. ISD required all students to be tested,
establishing baseline measures for all students. Franklin teachers take students' language needs into consideration
with their assessments. For example, in math, the test is
given in small groups, with bilingual resource specialists
supporting students.
Cited from Capper, C.(forthcoming). Social justice through resource
reallocation and academic assessment. In Capper and Young(Eds.)
Educational Leaders for Social Justice. Teachers College Press. |
