EVIDENCE OF THE PROBLEM AT THE LOCAL LEVEL  4
Evidenceof the Problem at the Local Level
Assessmentof Skills and Knowledge (NJASK) for academic year 2009-2010, 2011, &2012 data
TheNew Jersey Assessment of skills and knowledge (NJASK) reportindicated that students’ academic performance for 5thand 6thgrades reduced compared to performance in the academic year 2009 to2010. The instructional group score for language Arts and Literacy5thgrade and above in 2011 was 70% of the general education in UnitedStates. In 2012, the scores for the same subject were 66% for publiceducation. The 5thand 6thgrade scores were above those of 2011that recorded 79.3% forgeneral education. The scores for mathematics during year 2012 were77.4% this is according to United States & United States 2011,report. In another study report prepared by Allington et al. (2010),the study found that most students who return to school afterholidays indicated that they forget basic concepts in mathematics andreading learned in previous year 2011(Strahan & Rogers, 2012).
Literaturereview regarding the influence and effect of interim assessments inlanguage and mathematics indicate absence of quantitative data forassessing the value of these school reforms. Ongoing assessments thatmeasure students advance in learning are effective for middle levelschools. However, the increased testing policies have inclined tonarrowly focus standardized systems for assessment and evaluation(Strahan& Rogers, 2012).In a study conducted by Babo, Tienken and Gencarelli (2014) formiddle level school assessments found that students’ pretests weresimilar to posttest results. However, these middle level schoolassessment tests fail to consider achievement gaps among demographicgaps based on social economic status of the students. This explainsthe various differences in test score for math and language testsamong the middle level education learners. As revealed in theassessment of skills studies, the difference in performance increaseswith education level such as from 5thto 6thgrade and based on subject. It is thus imperative to have valid,reliable and subject specific tests that match the social economicstatus of learners (Allington, McGill-Franzen, Camilli, Williams,Graff, Zeig, Zmach & Nowak, 2010).
Allington,R. L., McGill-Franzen, A. M., Camilli, G., Williams, L., Graff, J.,Zeig, J., Zmach, C. & Nowak, R. (2010). Addressing summer readingsetback among economically disadvantaged elementary students. ReadingPsychology,31(5),411–427.
Strahan,D., & Rogers, C. (2012). Researchsummary: Formative assessment practices in successful middle levelclassrooms. Retrievedfrom http://www.amle.org/TabId/180/ArtMID/780/ArticleID/301/Research-Summary-Formative- Assessment-Practices.aspx