KANSAS CITY, Mo. (AP) – A study has determined that Kansas schools are relying too heavily on test scores rather than teacher comments when deciding if changes are needed in an individual student’s education.
KCUR-FM reports that University of Kansas researchers argue student assessments in the state should be data-driven rather than data-dependent in determining if a deviation from the established curriculum is required.
The study released earlier this year calls for a balanced system that includes teacher recommendations, test scores and other metrics.
Don Stull is one of the study’s authors and a professor emeritus at KU. He says good teachers are right to say standardized tests are merely a part of the picture, and that assessments of a child’s performance should include “all that we know.”
- Storm Track 3 Forecast: Storms tonight, summer-like weather this weekend
- ‘Don’t make me hurt you more’: Video shows officer shove, hit teen with autism
- Johnson County considers allowing mask order to end
- Clean out that medicine cabinet, DEA holds drug take back day Saturday
- Arkansas woman says she was fired for refusing to get COVID-19 vaccine