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High schools are adopting new and complex assessments. Education workers see a change in the way universities are enrolled in these projects, resulting in more different courses.

In recent years, some regions and some state high school has begun requiring high school students to complete more complex projects, get high school diploma qualification to evaluate them, and they prepare for college and work world.

These “performance evaluations” are usually based on comprehensive skills rather than showing a certain level of competence in specific academic subjects. These assessments typically combine individual performance with group work.

Rhode Island, for example, adopted a new system of “diploma”, will require all the students in critical thinking, problem solving, research, communication, decision making, interpreting information, analysis and reasoning, as well as personal or social responsibility aspects show the ability. Each school district has to build a system to “master the certificate” for those who complete the tests, according to each student’s study profile.

Across the country, the California performance assessment cooperative is taking a similar approach. There are already 40 high schools, including Fresno, long beach, Los Angeles, Oakland, pasadena and San Francisco.

A report released last week by the institute for learning policy and the education committee suggests that these high school assessments may be the basis for new and improved recruitment of students to college. The institute is a research institution, and EducationCounsel is a legitimate organization that plays a key role in defending affirmative action in college admissions.

The effort to get the main admissions organization (the American association of university registration and enrollment and the national association of college admission counseling) and top universities and systems (California community college, Massachusetts institute of technology, Pomona college, Smith college, university of California, riverside, the university of Michigan, university of Texas at Austin, etc.).

Supporters of the new system are creating a series of teams to determine how colleges can better understand high school assessments, giving them the credibility of “advanced placement” courses.

The report argues that these high school assessments, or at least some of them, may be a better predictor of college success than traditional grades and test scores. The report says that while it is not recommended to eliminate traditional measures, admissions officers can make better decisions.

The report also argues that this approach will establish better links between high schools and education, and help identify university talent that traditional measures might be ignored.

The new method will “improve how to evaluate” in the admissions process, “the report says. In addition, this approach would “strengthen the acceptance and retention of more diverse student groups in all institutions, including those considered to be elite”.

Multiple reform efforts

The use of performance reviews in college admissions is a sign that many groups are pushing for changes in college admissions. In 2015, about 80 universities announced plans for acquisition, affordability and successful alliances. The alliance is pushing students to create a digital working group throughout high school. Then in May, a private high school nap announced a plan to reconsider the high school transcript, instead “report card”, it can also be a university admissions decisions – not the basis of the traditional test scores and grade point average. The group is known as the master Transcript Consortium.

Some education workers participated in more than one of the three tasks – organizers said they thought the different projects were complementary rather than competing. They say commonality is a setback to the current college admissions system.

Scott Looney, one of the founders of the Consortium, and its chairman, said the project was under way, supported by more than 160 private schools and raised more than $4 million. He also said the school is making sure to start pilot projects to create new transcripts.

Looney, the head of Hawken School, said the efforts were “a subset of the broader movement” to change how high School students evaluate and go to college. “If we don’t change the way we evaluate and evaluate, we can’t change,” he said.

Although he focused on the transcript, he said he was satisfied with the new efforts in performance appraisal. Finally, he said, a lot of ideas were needed to take on the leadership of the Carnegie corporation and to measure high school status through tests.

To his delight, the new approach is based on an assessment of students’ interdisciplinary and real world.

Better information is needed.

‘the underlying assumption behind this effort is that college admissions officers need more and better information,’ said Roneeta Guha, a senior fellow at the institute for learning policy and co-author of the report, in an interview.

She says the new high school assessment lets students “participate in real projects and performing tasks.”

If these assessments have more influence, such as in college admissions, they may also lead to high school reform, guha said.

The idea, she says, does not necessarily replace standardized tests or grades (though the report clearly points to the tendency of more universities to lower their admissions requirements). She said the new assessment would “complement, not replace” existing measures.

Many of the people involved in the new effort are advocating a greater diversity of education. Guha said the university admissions measures is form different measures and standardized tests, white and Asian students average score higher than black and latino students, while the rich student’s result is higher on average than low-income students.

“I would say that performance appraisal creates an opportunity to improve access and diversity,” Guha said. “Students can show their talents and skills in a variety of ways.”

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