Relating to the use of a public school student's performance on an end-of-course assessment instrument in determining the student's final grade for the course.
Impact
The implementation of SB135 is set to influence state educational policies by establishing standards for how end-of-course assessments are integrated into student grading. This may lead to a more nuanced approach to evaluating student performance by allowing for multiple forms of assessment rather than relying heavily on single test scores. Consequently, this change aims to provide a more comprehensive understanding of a student's capabilities and learning journey, which is particularly important in high-stakes educational environments.
Summary
SB135 addresses the use of a public school student's performance on end-of-course assessment instruments in determining their final grade for the course. The bill stipulates that school districts may adopt a policy whereby a student's performance can account for no more than 15 percent of their final grade. This is designed to balance the reliance on standardized testing with other assessments of student performance, potentially easing concerns related to the pressures of high-stakes testing on students.
Conclusion
As SB135 is enacted, it will signify an ongoing dialogue in Texas education regarding assessment methods and their implications for student success. The bill's approach reflects a call for a more balanced evaluation system, ensuring that while assessment instruments are relevant, they do not singularly define student achievement. This could set a precedent for future educational legislation focused on harmonizing assessment practices with broader educational goals.
Contention
While the bill has received bipartisan support, certain points of contention have emerged during discussions. Critics argue that even a 15 percent weight on standardized assessments may still place undue pressure on students and skew their overall evaluation. Moreover, there are concerns regarding the consistency of the assessment policies across various districts, which may lead to disparities in educational outcomes. On the other hand, proponents believe it provides necessary flexibility for educators to assess students' performance more equitably.
Similar
Relating to the use of a public school student's performance on an end-of-course assessment instrument in determining the student's final grade for the course.
TX HB398
Relating to the use of a public school student's performance on an end-of-course assessment instrument in determining the student's final grade for the course.
TX HB2328
Relating to the use of a public school student's performance on an end-of-course assessment instrument in determining the student's final grade for the course.
TX HB2846
Relating to the use of a public school student's performance on an end-of-course assessment instrument in determining the student's final grade for the course.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.