000			01772nam a2200217Ia 4500
008			240405s2007 xx 000 0 und d
040			_cManila Tytana Colleges
100			_aEdiger, Marlow.
245		0	_aTeacher observation to assess student achievement / _cMarlow Ediger
260			_cSeptember 2007
336			_atext
337			_avolume
338			_aunmediated
440			_n34 : 3, pages 137-139 _aJournal of Instructional Psychology _911751
520			_aWhatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and state standards, signed into law in 2002. Much drill is going into students passing mandated tests for grades three through eight, and an exit test in high school to receive a diploma. Schools also need to pass an Adequate Yearly Progress (AYP) test. If the latter is not passed two years in a row, then that school will be listed as "failing." Students may then opt out of a failing school and attend a "successful" school at local district expense. This has placed much pressure upon teachers and principals to have students and classes be termed "successful," in meeting NCLB requirements. Learners are then being drilled, particularly, in reading and mathematics. There are even reports of principals pressuring teachers to teach students in these two curriculum areas, only. This leaves out major curriculum areas in teaching and learning.
521			_aPsychology.
650			_aAcademic achievement. _9903
650			_aSchool improvement programs. _911752
650			_aTeaching. _9198
942			_cA
999			_c86322 _d86322