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Multiage Classroom Chatboard

Assessments in Multiage Classrooms

by Laura

May 8, 2009

I am writing a paper for a class. I need your help in my research. My topic concerns how multiage classrooms are dealing with the No Child Left Behind assessments. Do you use standardized tests from your state or from a national test? Are you considered to be a highly qualified teacher if you teach multiple sujects? How would you like to see the NCLB law dealt with? I am really looking forward to seeing some of your answers. Thanks for your help.

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Silvia Kruger On 5/08/09, Laura wrote: > I am writing a paper for a class. I need your help in my > research. My topic concerns how multiage classrooms are > dealing with the No Child Left Behind assessments. Do you > use standardized tests from your state or from a national > test? Are you considered to be a highly qualified teacher > if you t...See MoreOn 5/08/09, Laura wrote: > I am writing a paper for a class. I need your help in my > research. My topic concerns how multiage classrooms are > dealing with the No Child Left Behind assessments. Do you > use standardized tests from your state or from a national > test? Are you considered to be a highly qualified teacher > if you teach multiple sujects? How would you like to see > the NCLB law dealt with? I am really looking forward to > seeing some of your answers. Thanks for your help.

Our Ohio charter public school (K-8) is all multi-age divided into three learning clusters. Primary (K-2), Junior (3-5), and Senior (6-8). That's how students are grouped but they are classified according to stages (Emerging, Beginning, Developing, Refining and Applying). Students must meet Benchmark requirements to move onto the next stage.

We must give all State tests so each student is assigned a "grade equivalent". We do not teach to the test, but we do take three weeks prior to prep and teach test -taking genre (most of the time students know the work but do not understand the sometimes bizarre wording of the questions).

Of course we don't like the tests because we cannot be true to our model of stages because of the grade levels. There is a school district in Denver that moved to all stages...I wonder how they are handling the tests.

I feel the problem with the tests is that each state creates their own tests and their own scores for passing. In Ohio, Grade 8 Math needs only about 35% to score Proficient! Is there any wonder that kids get frustrated because at 35% they do not know enough material to be successful in the next grade level.

The problem with NCLB is that children are left behind because we do not give them time. Imposing grade levels on students is artificial. How can a child who comes into K 2 -3 years behind "catch-up" to an on-track peer. They can't. We teach to the test but these students are not competent. Why not get rid of grade levels altogether and instead require an exit exam to graduate. If it takes some kids two - three years longer to get their diploma...who cares. It is much better than students dropping out in ninth grade.

May 28, 2009

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Karen We have national testing in Australia. All students do the same test across the entire country on the same days, despite having state curriculums.

I don't believe it achieves anything real or useful.Some of my students guess because they don't understand the wording or can't read the reading task. Some guess well. Others not so well. Overa...See More

Jun 16, 2009

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