Career Readiness Certification—A Survey of Existing National Tests

On September 9, 2013, in ACT, Assessment, standardized testing, by Scott Cronenweth
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Recently this blog referenced a new post-college standardized test called the Collegiate Learning Assessment. It’s clear that there’s a strong and growing market for post-collegiate career readiness testing and certification. So what other “national” tests are out there and how popular are they?

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Common Core Standards: 3 Big Impacts on Tutors

On August 7, 2013, in Assessment, Assessment & Testing, Common Standards, Tutoring, common core, by Scott Cronenweth
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With implementation and testing upon them, school districts and teachers are rushing to get up to speed on the Common Core. Integration of the new approach is likely to be an ongoing effort, but it’s urgent for educators to understand and embrace the gist of the new standards.

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Are the Common Core Standards on the Way Out?

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Despite having been adopted by 44 of the 50 states, is the Common Core “failing the test”? Some experts feel that states are beginning to balk as the rigorous testing that has been under development comes to fruition.

College Board Announces Plans to Overhaul the SAT

On March 5, 2013, in ACT, Announcements, Assessment, Assessment & Testing, SAT, common core, standardized testing, by Scott Cronenweth
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David Coleman, the new president of the College Board, the nonprofit that owns the SAT college admissions exam, announced on February 25 in an e-mail to the organization’s members that the test will be redesigned in “an ambitious effort” to more comprehensively address “the core set of knowledge and skills” that are most important to success in college.

Here’s How to Guess Effectively on the SAT

On February 12, 2013, in Assessment, Assessment & Testing, SAT, Test preparation, Tutoring, standardized testing, tips, by Scott Cronenweth
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Contrary to popular belief, there is no “guessing penalty” on the SAT. There is, however, a penalty for wrong answers – and the whole point of that penalty is to help ensure that students who guess randomly won’t improve their scores as a result.

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Peer Assessment in MOOCs and Online Courses

On September 25, 2012, in Assessment, Assessment & Testing, Technology in Education, ed tech, by Scott Cronenweth
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MOOC type courses, such as those that leverage the Coursera platform, are inherently conceived to empower learners to educate each other, such as through posts and responses in course forums. This form of “crowd-sourced commentary” helps create a learning community – so why not build the community even further by empowering learners to evaluate one another?

Student Peer Evaluation: Plusses and Minuses

On September 18, 2012, in Assessment, Assessment & Testing, Technology in Education, ed tech, online learning, by Scott Cronenweth
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With the rapidly growing popularity of massive open online courses (MOOCs) and online education in general, peer evaluation by students is coming to the fore as a way to assess student performance in online courses.

4 Learning Styles for Tutors to Tune Into as You Meet New Students

On August 21, 2012, in Assessment, Intelligence, Tutoring, by Scott Cronenweth
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As you begin meeting new students, especially younger kids, it’s worthwhile to investigate their learning styles. The most effective tutors are attuned to how different kids process new information.

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Summertime is Test Prep Time

On June 26, 2012, in ACT, Assessment, SAT, Test preparation, standardized testing, by Scott Cronenweth
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With so little time available for yet more studying while school is in session, summer is perhaps the most popular time to prepare for standardized tests. In particular, summer is the perfect time for high school juniors to begin preparing to take the ACT or SAT test in the fall. The same goes for seniors [...]

How to Interpret SAT Scores: Insights for Tutors

On March 21, 2012, in Assessment, Common Standards, SAT, Tutoring, common core, standardized testing, tips, by Scott Cronenweth
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As a tutor or teacher you might well be asked: What’s a good SAT score? That depends on a student’s goals and the college(s) she or he wants to go to.