School Performance Assessment Research Articles

Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment

This study examines pre-service teachers’ reasoning structures based on their beliefs in the context of school performance assessment. We used reflective writing to investigate pre-service teachers’ judgment and reasoning regarding different functions of performance assessment. Forty-five undergraduate pre-service teachers participated in our study. Using a mixed-method approach, we conducted categorial and reconstructive text analyses as well as exploratory statistical analyses to describe the participants’ reasoning structures. Such cognitive structures comprise potential solutions to the performance assessment dilemmas that teachers face in their everyday teaching practice. We found varying distributions of and relationships between (individual-, objective-, social-, and ability-related) reference norms (neutral, student-, and teacher-centered) reference perspectives as well as (causal-analytic, normative, descriptive, and effect-oriented) modes of argumentation. Our discussions related to future research activities on teachers’ reasoning structures in the classroom.

Assessment of sports activity sections and school performance of school districts in Iraq


 Years of hard work in the field of school sports revives the spirit of striving to provide the best service for competence in society is needed to activate this type of study because a society deserves excellence. From here the calendar adopted basis for diagnosing the work path directorates of education/sports activity and school sections of the substantive decision determining completion centers, which are detailed in its vocabulary of forms built and designed within this work to be an indicator for scheduling information and data to evaluate his accomplishments Each division according to be entrusted to ensure evaluation and reformation which achieves the aim of the study. From here the idea crystallized that are complementary to previous similar study included search and which belong to the broad research community of General Directorate of physical education/school sports, school and sports sections of all school districts in Baghdad and provinces of Iraq all Except for the Kurdistan region and teams affiliated to those departments which supports detailed lesson of physical education curricular classroom activities, through the detailed models of evaluation forms that include all his pain. The outcome was that you get all of the first Kirkuk breeding and rearing first lieutenant for second place and rearing Qar for third and so on for the rest of the departments of education and the sequence of both Holy Najaf, Karbala, Maysan, Ninawa, Diyala Babylon Rusafa-Karkh II First Basra Muthana Qadissiyah Rusafa second Saladin third Rusafa-Karkh finally third seamstresses Anbar, is in the sequence. With their assessment on each of the tasks of administrators and prepare records and database and the nature of the relationship between the Director and his clothes and equipment and sequencing centers in tournaments and sports festivals and the draws and internal training centers and kindergartens. The foregoing serves those responsible for developing sport schools and children of ancient people by identifying their strengths and weaknesses and address support at the level of a country's education directorates sections full des sons days at best. And ongoing work and wheel repair, and Allah is the source of strength.
 

Selected Problems of Assessment in Teaching Philosophy

The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.

SCHOOL STAKEHOLDERS’ LEVEL OF ENGAGEMENT AND PERFORMANCE ON MODULAR DISTANCE LEARNING

This study determined the relationship between the school stakeholders level of engagement and the level of school performance of Public Elementary Schools of Dolores District on Modular Distance Learning for the school year 2020-2021. A correlation research design was used to find the relationship between school stakeholders level of engagement and the level of school performance of Public Elementary Schools using an adopted survey questionnaire. A total of 462 respondents were utilized in the study to get the data required. The statistical tools used in the analysis of the data were frequency, percentage, mean, grand mean, Pearson r, and t-test. Based on the findings of the study, the level of engagement of stakeholders of public elementary schools in Dolores District during Modular Distance learning as perceived by internal and external stakeholders are very satisfactory. The school performance as assessed by teachers in terms of the school overall mean percentile scores are very satisfactory; school-based management level of implementation is developing; learning delivery modality implementation are very satisfactory; and learning continuity plan implementation obtain very satisfactory performance. There was a significant relationship between the level of School Stakeholders Engagement and the School performance of Public Elementary Schools in the Dolores district during modular distance learning. There is no significant difference between the internal and external stakeholders before and after the engagement. Based on the results of the study, there is a need for a national standard for the assessment and evaluation of school performance to determine significant issues, problems, gaps and needs to support and strengthen the competencies of school heads and teachers to enjoy their work and be satisfied in the new normal. KEYWORDS: School Stakeholders, Performance, Modular Distance Learning

Implementation Of Big Data In Quality Assurance Of Accounting Department At SMKN 1 Randudongkal

The importance of quality assurance in improving school performance. The Education Unit Accreditation Instrument is a reference in the assessment of quality assurance. background of the problem, research objectives, methods used, research results. Vocational high schools still do not use the indicators on the instrument as a reference for quality assurance. The purpose of this study is to explore the completeness and feasibility of quality assurance standards at SMKN 1 Randudongkal which will be used as a basis for consideration in preparing the accreditation assessment. This research uses a case study approach. The sample in this study was determined using the purposive sampling method. The results of this study are the quality of graduates, the learning process, teachers, and school management as a source of indicators for achieving school quality. To improve the quality, schools use big data in planning, evaluation and school follow-up plans. The role of Big Data in school quality assurance is to collect all data to facilitate school quality assurance parties in assessing school performance based on four points that must be achieved in quality assurance, namely Quality of Graduates, Learning Processes, Quality of Teachers, and School Management. However, the main things that need to be developed in the graduate quality assurance process based on IASP 2020 include the need for a correct understanding of the instrument, teamwork, and the need to carry out management functions supported by leadership abilities that match the characteristics of each school.

Educational equity in vulnerable territories

This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.

Psychiatry Residency Directors' Attitudes Toward and Uses of the Medical Student Performance Evaluation and Other Potential Tools for Residency Selection.

A survey was conducted to determine US psychiatry residency directors' attitudes regarding current measures of medical student performance and their preferences for the future. A team of psychiatry medical student educators and residency program directors developed a 23-question survey. In July 2021, links to the survey were sent out to all program directors registered with the American Association of Directors of Psychiatric Residency Training. Seventy program directors out of 223 initiated the survey, resulting in a response rate of 31.4%. Forty percent of respondents reported that the most important use of the Medical Student Performance Evaluation (MSPE) is in screening out applicants for interviews, and only 26.1% reported that the MSPE in its current form could be trusted to provide a valid and reliable assessment of a student's medical school performance. Most respondents agreed that in the absence of United States Medical Licensing Examination (USMLE) step 1 numerical scores, the existing MSPE format/content requirements should be modified, use a set of ranking categories that are uniform across all medical schools, and be supplemented with additional measures of the student's character and ability specific to psychiatry. US psychiatry program directors are eager for change when it comes to the MSPE and how it reports rankings, grades, and professionalism. The transition of the USMLE step 1 score reporting to pass/fail presents an opportunity to pursue this change and for stakeholders from all medical specialties to work together toward a shared goal of an improved residency selection process.

ETOS KERJA KOMITE SEKOLAH SMP NEGERI KECAMATAN SUNGAI MANDAU KABUPATEN SIAK

The aim of the research was to know the understanding about the work ethic and the function of public junior high school committees in sub-district of Sungai Mandau Siak regency. The research was held on SMP Negeri 1, SMP Negeri 2 and SMP Negeri 3, from November 2016 until January 2017. The data was taken from the data of junior high school committees.Primary data was taken from the interview with the public junior high school committees while the secondary data was taken from the documentation study. The research technique was direct observation, interview and documentation study. Data analysis technique used an interactive model analysis consisting of three activity lines namely reduction, data presentation and conclusion drawing or verification. The results show that the work ethics of the public junior high school committees in sub-district Sungai Mandau weregood. It was indicated by the performance attitude of the school committee which showed the nature of hard work, discipline, responsibility and had a sense of pride in the profession. The committees of public junior high school thought that their position was a form of worship, trusteeship, honor, service to the community and actualization. The function of committee as a consideration in determining and implementing education policies related to determining school policies and programs, raising funds, and other educational resources from the community, both individuals/organizations/businesses/industries and other stakeholders through creative and innovative efforts and in following up complaints, suggestions, critics and aspirations of students, parents/guardians, and the community as well as the result of the school committee’s observations of the school’s performance had gone very well. The function of Sungai Mandau junior high school committees in supervising education in schools in accordance with the provisions of legislation had been going well but still has to be improved especially in reviewing and assessing school performance, evaluation, and supervision of infrastructure facilities and financial supervision evaluation.

How Performance Mediate the Effects of Participation and Control Environment on Transparency

This study examines the effect of participation and the internal environment on transparency with performance as a mediator. PLS 3.0 was used to analyze the research data. We were collecting data using a questionnaire. The research respondents were principals, teachers, and employees of public elementary schools. The number of respondents was as many as three participants. The results showed that participation and control environment had a positive effect on performance. Performance has a positive impact on transparency. Performance can mediate the effect of participation and control environment on transparency. Schools and local governments can use performance measurement with educational scorecards to assess school performance. School performance is evaluated comprehensively, not only from the management of academic activities. Schools must pay attention to financial management performance as well. School transparency must also be considered to increase the trust of all stakeholders.
 Keywords: educational scorecard, school, stakeholders, academic, finance

Emotional and behavioural difficulties and prosocial behaviour in adolescents: A latent profile analysis

IntroductionThe purpose of this study was to identify homogenous subgroups of adolescents with emotional and behavioural difficulties using latent profile analysis. The relationship between the latent profile classes and socio-emotional and school adjustment was also analysed. Materials and methodsA total of 1506 students, 667 men (44.3%) were selected by random cluster sampling. The mean age was 16.15 years (SD=1.36). The instruments used were the Strengths and Difficulties Questionnaire, the Personal Wellbeing Index-School Version, The 10-item Positive and Negative Affect Schedule for Children, the Prodromal Questionnaire-Brief, the Paykel Suicide Scale, the Cyberbullying-Brief Questionnaire, the Penn Matrix Reasoning Test, and the school performance assessment. ResultsA total of 7.7% of adolescents obtained risk scores for mental health difficulties. We identified 3 mental health subgroups named: Low risk, Externalizing, and Internalizing. These 3 latent classes demonstrated a differential pattern in terms of socio-emotional adjustment and academic performance. ConclusionsTo identify and validate risk groups of youths for emotional and behavioural problems allows implementing measures to promote emotional well-being and prevent mental health problems. Future studies should continue to analyse young people with emotional and behavioural problems longitudinally and to incorporate new forms of assessment and intervention.

Migrant Children at School: How Gender Influences Adaptation

The ethical issues of adaptation of ethnic migrant children retain their relevance taking into account the high influx of migrant labourers during the previous decade both in the territory of Russia as a whole as well as Siberia. The authors explore the problems that these students face as they relate to gender and their sociocultural and educational adaptation in the learning environment of a secondary school. Considering international and Russian experience of gender studies in this field, the authors concentrate on the differences in the process of adaptation in girls and boys. Based on the analysis of the result of an original sociological study, the paper characterizes gender tendencies in a subjective assessment of school performance in migrant students, organization of additional activities within the curricula and elective courses, camps and workshops, and involvement in various celebrations. An evaluation of the correlation between cultural and educational practices of the host society and traditional models of upbringing boys and girls has been made. The authors draw attention to the necessity of undertaking various and different approaches in terms of assisting each gender to adapt to the learning environment. The findings are useful for teachers, social workers and school psychologists working with migrant students.

The multidimensionality of school performance: Using multiple measures for school accountability and improvement

The Every Student Succeeds Act of 2015 grants states and districts the flexibility to use multiple measures to assess school performance and strategically manage public schools for improvement in the United States. However, there is a lack of systematic, evidence-based guidance for practitioners on how to interpret the complex relationships between these multiple measures. Drawing on the organizational management literature on the multidimensionality of organizational effectiveness, along with longitudinal data from Washington State, we illustrate the multidimensionality of school performance and different measurement properties of school performance data. We also find that schools that are higher performing in terms of students’ average scale scores and average growth percentiles in some cases have larger disparities in these same measures between historically underserved students of color and their peers than lower performing schools do. Moreover, these performance measures have time-series properties. The complexity of school performance measurement systems calls for continuous support for local educators to appropriately use school performance data to promote student success.

O Saresp e questões de estatística para o nono ano do ensino fundamental

A pesquisa tem por objetivo verificar se questões orientadas para o nono ano do Ensino Fundamental do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo – Saresp, abordam conteúdos estatísticos utilizando a resolução de problemas segundo o documento americano “Diretrizes para Avaliação e Instrução em Educação Estatística – GAISE”. Para a seleção das questões, houve um recorte temporal definido, pois estão disponibilizadas online nos relatórios pedagógicos de 2008 a 2018. Para a apresentação e análise das questões: descrevemos o tipo do raciocínio utilizado; analisamos segundo a resolução de problemas e a variabilidade partindo do documento GAISE; e finalmente sugerimos novas questões. Os resultados indicam que apesar de ser expresso nos relatórios pedagógicos anuais do Saresp que há a utilização da resolução de problemas na elaboração das questões não foram elaboradas considerando os princípios teóricos do documento GAISE.

O uso dos resultados do SARESP como instrumento de gestão escolar: boletim pedagógico e avaliação institucional

The Sao Paulo School Performance Assessment System was created in 1996. The aim of this study is to identify if the results of SARESP (Portuguese initials) 2016 were discussed between managers and teachers and what were the referrals; also check if the schools carry out the institutional evaluation in order to subsidize the school management. The methodology used is bibliographic research, documentary research and data collection. As a result, the study shows that students from schools with basic or below basic proficiency had as a referral, basically, the recovery during the other shift in the Programa Novo Mais Educacao and aspects that compromise it. Regarding Institutional Evaluation, what is termed as such does not consist “in fact” in a process of seeking to understand the school reality. Only one AI Instrument provided by the Board of Directors is used and consists of a questionnaire applied on the last day of class.

Analyzing the Status of Performance Assessment in Middle School Technology Education in Chungnam

2015 개정 교육과정은 학생중심활동의 수업과 동시에 과정중심 평가를 강조하고 있다. 이 연구는 충남 지역 모든 중학교에서 2018년 실시되고 있는 수행평가의 현황과 실태를 조사하였다. 이를 위해 학교알리미 웹사이트에서 충남중학교 193개교의 연간 수업계획 및 수행평가 계획서를 받아 분석하였다. 주요 분석 항목은 기본 학교 정보, 기술교육과 관련된 정보, 수행평가와 지필평가의 비율, 기술 수업에서의 수행평가 내용과 도구이다. 자료 조사와 분석의 신뢰도를 위해 조사 분석표를 개발하였고 이를 기반으로 분석하였으며 최종적으로 신뢰할 수 있는 분석 자료 확보를 위해 기술교사 3인에 의한 검토를 받았다. 이 연구는 조사 대상인 193개 학교 중 공개된 자료가 불충분한 8개교를 제외한 185개 학교의 자료를 대상으로 하였다. 분석 결과는 다음과 같다. 첫째, 지필고사의 실시는 자유학기제의 실시로 인해 1학년에서 미실시가 가장 많았다. 둘째, 수행평가의 내용에 대한 분석 결과에서 수행평가의 내용 영역은 제조기술(86건) 영역에서 많이 수행되었으며 건설기술(79건), 수송기술(59건)의 순서로 나타났다. 가장 적은 수행영역은 생명기술(2건)으로 나타났다. 셋째, 포트폴리오 평가(94건)를 이용한 수행평가가 가장 많았으며 완제품평가(72건), 평가요소 체크리스트법(44건)이 뒤이어 나타났다. 중학교에서의 수행평가는 자유학기제의 실시와 상호 관련성이 높아 기술교육의 수업과 평가에도 영향을 미치고 있다. 게다가, 현장의 기술수업은 학생중심의 활동과 과정중심 평가를 위해 보다 다양한 평가 방법과 균형 잡힌 수행평가의 내용이 필요하다.2015 national curriculum has emphasized a students’ activity-based instruction with a process-based assessment. This study investigated the status of how performance assessments were performed for all middle school technology education programs in the Chungnam province. Annual semester school plans and performance assessment plans of 193 middle schools were downloaded from the School Information Announcement website to investigate basic school information, background information related to technology education, proportion of performance assessment and written exam for technology, and contents and tools for performance assessment in technology classes. This study developed analysis table and a review group by three technology teachers for reliable research procedure. This study analyzed 185 cases excluding 8 schools which had insufficient information for performance assessment in technology and home economics subject. The results from this analysis were the following: First, there were many schools did not provide written tests for the seventh graders in technology and home economics courses because of the free semester plan. Second, manufacturing technology was the most prevalent with 86 cases as a learning area topic of performance assessment. Invention (29 cases) and Biotechnology (2 cases) were not enough regarding the content for performance assessment. Third, performance assessment using a portfolio was widely utilized (94 cases). In addition, there were final artifacts(72 cases) and checklist(44 cases). Performance assessment has been implemented with a strong connection to the middle school free semester system regarding the instruction and assessment. Moreover, this study recommend that technology education classrooms should have more diverse assessment methods and balanced assessment topics or contents for students’ participation centered activities and process centered assessment.

Screening version of Bender test to the assessment of school performance

Screening version of Bender test to the assessment of school performance

Measuring Success: Testing, Grades, and the Future of College Admissions ed. by Jack Buckley, Lynn Letukas, and Ben Wildavsky

Reviewed by: Measuring Success: Testing, Grades, and the Future of College Admissions ed. by Jack Buckley, Lynn Letukas, and Ben Wildavsky Ashley B. Clayton and Jenifer F. Godfrey Jack Buckley, Lynn Letukas, and Ben Wildavsky (Editors). Measuring Success: Testing, Grades, and the Future of College Admissions. Baltimore, MD: John Hopkins University Press, 2018. 344 pp. Hardcover: $49.95. ISBN 9781421424965 The value and proper role of standardized tests in American higher education admissions processes has been vigorously debated for decades. Proponents and critics have disagreed about the use and fairness of the two most popular college admissions tests: the ACT and SAT. To further the discussion of standardized admissions testing, Jack Buckley, Lynn Letukas, and Ben Wildavsky edited Measuring Success: Testing, Grades, and the Future of College Admission, as a result of their shared "frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing" (p. 2). In the Introduction chapter, "The Emergence of Standardized Testing and the Rise of Test-Optional Admissions," the editors give a clear overview of the history of standardized admissions testing, the arguments for and against testing, and the growing test-optional movement. The book consists of three parts made up of eleven chapters authored primarily by researchers, but the practitioner point of view is represented as well. Part 1 (Chapters 1–5), "Making the Case for Standardized Testing," challenges many of the common arguments made in opposition to relying on standardized tests in college admissions. Part 2 (Chapters 6–8), "The Rise of Test-Optional Admissions," narrows the focus of the book to a small subpopulation of colleges utilizing test-optional admissions to illustrate the value of standardized tests in the college admissions process. Lastly, Part 3 (Chapters 9–11), "Contemporary Challenges for College Admissions," focuses primarily on whether test-optional policies yield larger applicant pools and more diverse classes or merely increase college rankings. With the contributions of leading experts in the field, Buckley et al. "sought to foster serious and robust empirical debate about the proper role of standardized admissions testing through rigorous methodological approaches" (p. 2). In Chapter 1, "Eight Myths about Standardized Admissions Testing," Paul R. Sackett and Nathan R. Kuncel present eight commonly cited criticisms of standardized testing that they label as "myths" and their arguments aimed at debunking each. It is evident from the intentional use of the word "myth" in the first chapter, that despite widely held public criticism of standardized testing, the authors believe that these claims are not substantiated. The eight myths cover common critiques of standardized testing such as class, gender, and racial bias, to the claim that standardized tests are highly correlated to socioeconomic status (parental education and family income). The authors dispute each of the eight myths and ultimately conclude that standardized tests are a valuable component in the admissions process. Specifically, they argue that the use of standardized tests "in conjunction with other valid predictors of academic achievement (e.g., high school grades) results in a clearer picture of academic preparation and improves the quality of admissions decisions" (p. 35). In Chapter 2, "The Core Case for Testing: The State of Our Research Knowledge," Emily J. Shaw unpacks the simple truth about admissions tests: [End Page E-17] they provide a common benchmark to compare applicants from a vast sea of educational institutions of varying and largely unknown rigor. Shaw recounts numerous studies that unfailingly conclude that admissions tests are strong and reliable predictors of college performance that become even stronger when coupled with high school grade point average (HSGPA). In addition, the author explains statistical missteps, such as relying on uncorrected correlations or failing to acknowledge multicollinearity, that often lead to contrary conclusions. The authors of Chapter 3, "Grade Inflation and the Role of Standardized Testing," move toward addressing a concern highlighted in Chapter 2: the lack of a standardized assessment of high school performance. Michael Hurwitz and Jason Lee present decades of data revealing widespread high school grade inflation and that HSGPA is higher than ever before. The authors explain that grade inflation is problematic because it reduces the variability in HSGPA, making it harder to distinguish between students' academic preparedness on...

ŠILUTĖS MARTYNO JANKAUS PAGRINDINĖ MOKYKLA

There are 796 children, attending Silute Martynas Basic School (689 students), Traksedziai Progymnasium Department of Silute Martynas Basic School (71student) and pre-school and pre-primary groups (36 children). The pedagogical staff consists of 80 members working as pre-school, pre-primary, primary and basic school teachers, non-formal education teachers, class teachers, 2 social pedagogy teachers, 1 psychologist, 1 special pedagogy teacher, librarians, 1 teaching assistant, 1 public health specialist. The renewed classrooms, school gym, multifunctional sports ground and other spaces in school improves educational conditions. There was equipped an information centre, a modern classroom with an interactive whiteboard, a library. The school provides additional support to formal education and organises 21 non-formal education programme related with sports, music, history, healthy behaviour, IT, handicrafts, drama, chess, folklore, ecology, safe traffic and arts. The students take part in various international, republic and school projects. The school has carried on the partnership with Kasseboellee Freeschool, Denmark and Runavikar Kommunuskuli, Faroe Islands for three years, and 2017-2018 school year is the final one of Nordplus Junior project “Divided by Nature, United by Sea”. This spring, as it was planned, our teachers and students visited Denmark and, after that, accepted partners from Denmark and Faroe Islands. School projects are carried out in accordance with the planned activities in the annual school plan. The school has signed contracts with other institutions and social partners in order to enrich formal and non-formal education. The closest partnership is between the school and other educational institutions. In 2017 the school signed a partnership with Scientific centre “Scientia Educologica”. The aims of the school are to create a safe, healthy and cultural school environment that improves the quality of education and enhances students’ learning motivation, to modernize the environment with new teaching tools, to provide learning support, to develop students’ creativity and citizenship, to encourage teachers to share good experience. The organized methodological activity encourages the use of methods motivating to learn. The results of surveys and researches, fulfilled to learn about students’ adaptation at school, learning styles, individual student’s achievement and the analysis of the quality of school performance assessment, were performed in 2017 and presented to the school society, discussed in 9 methodological groups of different subject areas. Preventive and emotional education programmes such as “Olweus’, Lions Quest and others prevent bullying, violence, raise healthy lifestyle. The consulting activities are organized and the students get pedagogical, social, psychological support and are educated for future careers. The students took part in plenty of academic school, district, republic events (the Olympiads, competitions, quizzes, actions) and won abundance of prizes and awards in 2017. Keywords: basic school, educational process, performance assessment, school life.

A Study on the Achievement Standards for 3rd and 4th Grade Elementary School Music Performance Assessment

본 연구의 목적은 초등학교 음악 수행평가에 제시된 성취 기준의 내용을 탐색하고, 분석 결과를 토대로 문제점을 도출하여 개선방안을 모색하는 것이다. 연구를 위하여 서울시 공립 초등학교 112개교의 3, 4학년 1ㆍ2학기 수행평가계획서 448부를 수집하여 분석한 결과 다음과 같은 결론을 도출하였다. 첫째, 초등학교에서의 실행되는 음악과의 평가는 우리 음악의 가치 인식하기, 창의적으로 음악 만들기, 음악의 요소 및 개념 이해하기, 창작 활동이 평가에서 소외되는 비중이 높았다. 둘째, 학교 수행평가에 제시된 학교 수준 성취 기준은 국가 수준 성취 기준을 수정 및 변형, 또는 구체화하여 반영하는 비율이 현저히 높았다. 셋째, 생활화 영역에 제시된 성취 기준 및 성취 수준은 영역의 성격에 맞지 않는 경우가 많았다. 현장에 정착된 수행평가의 실제 양상이 관행화, 정형화되어 수행평가의 취지를 살리지 못한 채 또 다른 부작용을 낳고 있지는 않은지 성찰이 필요하다.The purpose of this study is to explore the achievement standards for elementary school music performance assessment to derive problems from analysis results, and thus to find out improvement measures. To that end, 112 schools or 20% were randomly sampled from among public elementary schools in Seoul so as to collect 448 copies of performance assesment plans for the first and second semesters of 3rd and 4th grades. 1,528 achievement standards, revealing the following conclusion. First, the music subject assessment in elementary schools continued to exclude ‘appreciation of Korean music value’, ‘making creative music’, ‘understanding of musical elements and concept’ and ‘creative activity’ among the seven categories of assessment stipulated under the curriculum. Second, the school-level achievement standards stipulated in the school performance assessment standards were found to have remarkably revised, modified, and specified the national-level achievement standards rather than reflecting the standards as they were. In this connection, if one of the national-level achievement standards is partially reduced, and is used in assessing one area once per semester, the assessment would be one-sided. Third, in many cases, the achievement standards and achievement levels specified for the life category were found to be unfit to the characteristics of the category. The assessment of the life category should focus not on musical capabilities and functions, but on the attitude about music, the degree of internalization of music, and the degree of enjoying and utilizing music. There is a need to examine whether or not the performance assessment in place in the field has been routinely practiced and standardized, thus creating yet another side effects without embodying the purpose of performance assessment.

Learning From Early Adopters in the New Accountability Era: Insights From California’s CORE Waiver Districts

Purpose: The Every Student Succeeds Act (ESSA) represents a notable shift in K-12 accountability, requiring a more comprehensive approach to assessing school performance and a less prescriptive approach to intervening in low-performing schools. In this article, we seek to leverage the experiences of California’s CORE (California Office to Reform Education) waiver districts to better understand what it means to implement an ESSA-like system. Specifically, we examine educators’ attitudes about CORE’s accountability system, how it was implemented, and its intermediate outcomes. Research Methods: We use a multiple, embedded case study design, examining the implementation of CORE’s accountability system across all six CORE Districts. We draw on interviews with CORE staff ( n = 4), district leaders ( n = 6) and administrators ( n = 29), and school principals ( n = 15); observations of CORE meetings (42 hours); and documentation. Findings: We find strong buy-in for CORE’s accountability system and considerable adaptation of its key elements. District administrators also reported challenges with achieving reciprocity in collaborative activities, and limited capacity, validity concerns, and policy misalignment constrained implementation. Reported effects on practice and learning indicate CORE efforts were a work in progress. Implications for Research and Practice: This research suggests lessons about what it means to be “data-driven” in a multiple-measures accountability era and raises questions about how to facilitate school improvement. While efforts to motivate change via test-based measures, sanctions, and prescribed interventions in prior accountability eras may not have yielded all the expected positive results, our study indicates that a shift to multiple measures, greater flexibility, and locally determined capacity-building efforts brings its own set of challenges.