/Users/andrea/_magisterarbeit/korpus/clean/testkorpus/29/file8.html NN ----------------------------------------- : Home NP Join VV Help NN Password NN Info NP myASCD JJ Log NN In IN ABOUT IN ASCD NP MEMBERSHIP NN PUBLICATIONS NNS PROFESSIONAL JJ DEVELOPMENT NN PROGRAMS NNS EDUCATION NN TOPICS NNS NEWS NN AMP NN . SENT ISSUES NNS ONLINE JJ STORE NN Action NP Center NP ASCD NP Positions NNS Education NP Issues NPS First NP Amendment NP Schools NP Health NP in IN Education NP Lexicon NN of IN Learning VVG No DT Child NN Left VVN Behind IN Policy NP Publications NPS Press NP Room NP Home NP News NP Issues NPS Education NP Issues NPS Lexicon NN of IN Learning VVG A DT Lexicon NN of IN Learning NP What WP Educators NP Mean NP When WRB They PP Say VVP . SENT . SENT . SENT ability NN grouping NN Assigning VVG students NNS to TO classes NNS based VVN on IN their PP$ past JJ achievement NN or CC presumed JJ ability NN to TO learn VV also RB known VVN as IN homogeneous JJ grouping NN . SENT Grouping NN students NNS according VVG to TO their PP$ actual JJ progress NN in IN a DT particular JJ school NN subject NN is VBZ different JJ from IN grouping VVG them PP according VVG to TO assumptions NNS about IN their PP$ ability NN to TO learn VV the DT subject NN although IN the DT results NNS may MD be VB quite RB similar JJ . SENT And CC grouping VVG them PP by IN subject NN is VBZ different JJ from IN tracking NN , , which WDT strictly RB speaking NN refers VVZ to TO placing VVG them PP in IN the DT same JJ groups NNS for IN all PDT their PP$ classes NNS based VVN on IN their PP$ general JJ ability NN to TO learn VV . SENT Students NNS may MD also RB be VB grouped VVN within IN classes NNS , , but CC intraclass JJ grouping NN permits VVZ more JJR flexibility NN so RB is VBZ less RBR controversial JJ . SENT Whether IN students NNS should MD or CC should MD not RB be VB grouped VVN by IN ability NN is VBZ a DT persistent JJ issue NN in IN education NN . SENT Advocates NNS say VVP it PP is VBZ unrealistic JJ to TO expect VV teachers NNS to TO provide VV for IN the DT great JJ range NN of IN differences NNS in IN student NN backgrounds NNS and CC abilities NNS , , and CC that IN a DT certain JJ amount NN of IN grouping NN is VBZ better JJR for IN students NNS . SENT Critics NNS contend VVP , , citing VVG research NN , , that IN when WRB students NNS are VBP grouped VVN by IN ability NN , , those DT in IN lower JJR tracks NNS are VBP usually RB taught VVN poorly RB and CC don't VVD get VV exposed VVN to TO high JJ status NN knowledge NN . SENT abstinence NN only RB The DT view NN that IN sex NN and CC family NN life NN education NN courses NNS should MD teach VV that DT sexual JJ intercourse NN is VBZ always RB inappropriate JJ for IN young JJ unmarried JJ people NNS . SENT Advocates NNS say VVP it PP is VBZ self NN defeating VVG for IN educators NNS to TO say VV , , You PP shouldn't VVD , , but CC if IN you PP do VVP . SENT Instead RB , , they PP say VVP , , adults NNS must MD communicate VV an DT unambiguous JJ message NN that IN sex NN outside IN marriage NN is VBZ wrong JJ . SENT Opponents NNS of IN the DT abstinence NN only JJ position NN , , which WDT is VBZ sometimes RB required VVN by IN law NN , , say VVP it PP ignores VVZ the DT reality NN of IN widespread JJ sexual JJ activity NN and CC deprives VVZ young JJ people NNS of IN information NN they PP should MD have VH , , especially RB with IN the DT current JJ threat NN of IN AIDS NP . SENT accountability NN The DT responsibility NN of IN an DT agency NN to TO its PP$ sponsors NNS and CC clientele NNS for IN accomplishing VVG its PP$ mission NN with IN prudent JJ use NN of IN resources NNS . SENT In IN education NN , , accountability NN is VBZ currently RB thought VVN to TO require VV measurable JJ proof NN that IN teachers NNS , , schools NNS , , districts NNS , , and CC states NNS are VBP teaching VVG students NNS efficiently RB and CC well RB , , usually RB in IN the DT form NN of IN student NN success NN rates NNS on IN various JJ tests NNS . SENT In IN recent JJ years NNS , , most JJS accountability NN programs NNS have VHP involved VVN adoption NN of IN state NN curriculum NN standards NNS and CC required VVN state NN tests NNS based VVN on IN the DT standards NNS . SENT Many JJ political JJ leaders NNS and CC educators NNS support VVP this DT approach NN , , believing VVG that IN it PP brings VVZ clarity NN of IN focus NN and CC is VBZ improving VVG achievement NN . SENT Others NNS argue VVP that IN , , because IN standardized JJ tests NNS cannot NN possibly RB measure VV all PDT the DT important JJ goals NNS of IN schooling NN , , accountability NN systems NNS should MD be VB more RBR flexible JJ and CC use VV other JJ types NNS of IN information NN , , such JJ as IN dropout NN rates NNS and CC samples NNS of IN student NN work NN . SENT accreditation NN Official JJ recognition NN that IN an DT individual NN or CC institution NN meets VVZ required JJ standards NNS . SENT Accreditation NN of IN teachers NNS is VBZ usually RB referred VVN to TO as IN licensing NN or CC certification NN . SENT Schools NNS are VBP accredited VVN in IN two CD ways NNS . SENT by IN voluntary JJ regional JJ accrediting VVG associations NNS such JJ as IN the DT North NP Central NP Association NP Commission NP on IN Accreditation NN and CC School NP Improvement NP , , and CC by IN state NN governments NNS , , which WDT are VBP legally RB responsible JJ for IN public JJ education NN . SENT Most RBS high JJ schools NNS seek VV and CC receive VV accreditation NN by IN their PP$ regional JJ association NN so RB that IN their PP$ graduates NNS will MD be VB accepted VVN by IN institutions NNS of IN higher JJR education NN . SENT However RB , , that DT form NN of IN accreditation NN does VVZ not RB necessarily RB ensure VV recognition NN by IN the DT state NN . SENT In IN recent JJ years NNS , , some DT states NNS have VHP begun VVN to TO refuse VV state NN accreditation NN to TO schools NNS with IN unacceptably RB low JJ scores NNS on IN state NN standards NNS tests NNS . SENT achievement NN gap NN Persistent JJ differences NNS in IN achievement NN among IN different JJ types NNS of IN students NNS as RB indicated VVD by IN scores NNS on IN standardized JJ tests NNS , , teacher NN grades NNS , , and CC other JJ data NNS . SENT The DT gaps NNS most RBS frequently RB referred VVD to TO are VBP those DT between IN whites NNS and CC minority NN groups NNS , , especially RB African NP Americans NPS and CC Hispanics NPS . SENT achievement NN tests NNS Tests NNS used VVD to TO measure VV how WRB much JJ a DT student NN has VHZ learned VVN in IN various JJ school NN subjects NNS . SENT Most JJS students NNS take VVP several JJ standardized JJ achievement NN tests NNS , , such JJ as IN the DT California NP Achievement NP Tests NNS and CC the DT Iowa NP Tests NNS of IN Basic JJ Skills NNS . SENT These DT norm NN referenced VVD , , multiple JJ choice NN tests NNS are VBP intended VVN to TO measure VV students NNS achievement NN in IN the DT basic JJ subjects NNS found VVD in IN most JJS school NN districts NNS curriculum NN and CC textbooks NNS . SENT Results NNS are VBP used VVN to TO compare VV the DT scores NNS of IN individual JJ students NNS and CC schools NNS with IN others NNS those DT in IN the DT area NN , , across IN the DT state NN , , and CC throughout IN the DT United NP States NPS . SENT action NN research NN Systematic JJ investigation NN by IN teachers NNS of IN some DT aspect NN of IN their PP$ work NN in IN order NN to TO improve VV their PP$ effectiveness NN . SENT Involves VVZ identifying VVG a DT question NN or CC problem NN and CC then RB collecting VVG and CC analyzing VVG relevant JJ data NNS . SENT Differs VVZ from IN conventional JJ research NN because IN in IN this DT case NN the DT participants NNS are VBP studying VVG an DT aspect NN of IN their PP$ own JJ work NN and CC they PP intend VVP to TO use VV the DT results NNS themselves PP . SENT For IN example NN , , a DT teacher NN might MD decide VV to TO give VV students NNS different JJ assignments NNS according VVG to TO their PP$ assessed VVN learning NN styles NNS . SENT If IN the DT teacher NN maintained VVD records NNS comparing VVG student NN work NN before IN and CC after IN the DT change NN , , he PP would MD be VB doing VVG action NN research NN . SENT If IN several JJ educators NNS worked VVD together RB on IN such PDT a DT project NN , , it PP would MD be VB considered VVN collaborative JJ action NN research NN . SENT active JJ learning VVG Any DT situation NN in IN which WDT students NNS learn VVP by IN moving VVG around RP and CC doing VVG things NNS , , rather RB than IN sitting VVG at IN their PP$ desks NNS reading NN , , filling VVG out RP worksheets NNS , , or CC listening VVG to TO a DT teacher NN . SENT Active JJ learning NN is VBZ based VVN on IN the DT premise NN that IN if IN students NNS are VBP not RB active JJ , , they PP are VBP neither RB fully RB engaged VVN nor CC learning VVG as RB much RB as IN they PP could MD . SENT Some DT educators NNS restrict VVP the DT term NN to TO mean VV activities NNS outside IN of IN school NN , , such JJ as IN voluntary JJ community NN service NN , , but CC others NNS would MD say VV that IN acting VVG out RP a DT Shakespeare NP play NN in IN the DT classroom NN is VBZ active JJ learning NN . SENT ADA NP See NP average JJ daily JJ attendance NN . SENT ADD VV and CC ADHD NP See VV definition NN for IN attention NN deficit NN disorder NN and CC attention NN deficit NN hyperactivity NN disorder NN . SENT advanced JJ placement NN AP NP program NN College NP level NN courses NNS offered VVN by IN high JJ schools NNS to TO students NNS who WP are VBP above RB average JJ in IN academic JJ standing NN . SENT Most JJS colleges NNS will MD award VV college NN credit NN to TO students NNS who WP pass VVP one CD of IN the DT nationally RB standardized JJ AP NP tests NNS . SENT Passing VVG AP NP tests NNS can MD save VV students NNS time NN and CC tuition NN on IN entry NN level NN college NN courses NNS . SENT advisory JJ system NN A DT way NN of IN organizing VVG schools NNS so RB that IN all DT students NNS have VHP an DT adult NN advisor NN who WP knows VVZ them PP well RB and CC sees VVZ them PP frequently RB . SENT Although IN most JJS schools NNS have VHP trained VVN counselors NNS , , the DT counselors NNS work VVP with IN hundreds NNS of IN students NNS and CC cannot NN see VVP any DT one CD student NN very RB often RB . SENT To TO make VV advisory JJ groups NNS as IN small JJ as IN possible JJ , , schools NNS ask VVP staff NN members NNS who WP are VBP not RB classroom NN teachers NNS sometimes RB including VVG the DT principal NN , , the DT librarian NN , , or CC others NNS to TO serve VV as IN advisors NNS . SENT Most JJS schools NNS schedule NN periods NNS of IN time NN , , sometimes RB daily RB , , for IN advisory JJ groups NNS to TO meet VV for IN group NN and CC individual JJ activities NNS . SENT affective JJ education NN Schooling NP that WDT helps VVZ students NNS deal VV in IN a DT positive JJ way NN with IN their PP$ emotions NNS and CC values NNS is VBZ sometimes RB called VVN affective NN to TO distinguish VV it PP from IN cognitive JJ learning NN , , which WDT is VBZ concerned VVN with IN facts NNS and CC ideas NNS . SENT Programs NNS designed VVN to TO help VV students NNS handle VV their PP$ emotions NNS , , which WDT might MD at IN one CD time NN have VHP been VBN termed VVN affective JJ education NN , , are VBP now RB more RBR frequently RB called VVN social JJ and CC emotional JJ learning NN . SENT AFT RB See VV the DT American NP Federation NP of IN Teachers NP . SENT alignment NN The DT effort NN to TO ensure VV that IN what WP teachers NNS teach VVP is VBZ in IN accord NN with IN what WP the DT curriculum NN says VVZ will MD be VB taught VVN and CC what WP is VBZ assessed VVN on IN official JJ tests NNS . SENT If IN students NNS are VBP not RB taught VVN the DT intended VVN content NN because IN of IN inadequate JJ learning VVG materials NNS , , inadequate JJ teacher NN preparation NN , , or CC other JJ reasons NNS or CC if IN official JJ tests NNS assess VVP knowledge NN and CC skills NNS different JJ from IN those DT taught VVN , , test NN scores NNS will MD obviously RB be VB lower JJR than IN they PP otherwise RB would MD be VB . SENT For IN this DT reason NN , , schools NNS and CC school NN districts NNS often RB devote VVP considerable JJ attention NN to TO alignment NN . SENT In IN general NN , , this DT is VBZ a DT desirable JJ practice NN . SENT However RB , , alignment NN can MD be VB destructive JJ if IN the DT process NN is VBZ driven VVN by IN tests NNS that IN themselves PP are VBP inadequate JJ , , and CC if IN educators NNS feel VVP obligated VVN to TO teach VV only RB what WP the DT tests NNS measure NN . SENT alternative JJ assessment NN Use NN of IN assessment NN strategies NNS , , such JJ as IN performance NN assessment NN , , constructed VVN response NN items NNS , , and CC portfolios NNS , , to TO replace VV or CC supplement VV assessment NN by IN machine NN scored VVD multiple JJ choice NN tests NNS . SENT alternative JJ scheduling NN Sometimes RB called VVD block NN scheduling NN , , alternative JJ scheduling NN is VBZ a DT way NN of IN organizing VVG the DT school NN day NN , , usually RB in IN secondary JJ schools NNS , , into IN blocks NNS of IN time NN longer RBR than IN the DT typical JJ 50 CD minute NN class NN period NN . SENT Students NNS take VVP as IN many JJ courses NNS as RB before IN sometimes RB more JJR , , but CC the DT courses NNS do VVP not RB run VV the DT entire JJ school NN year NN . SENT One CD alternative JJ schedule NN used VVN in IN some DT secondary JJ schools NNS , , known VVN as IN 4 CD 4 CD four CD by IN four CD , , has VHZ four CD 90 CD minute JJ classes NNS a DT day NN with IN course NN changes NNS every DT 45 CD days NNS four CD times NNS a DT school NN year NN . SENT Students NNS and CC teachers NNS have VHP fewer JJR classes NNS to TO prepare VV for IN and CC experience VV fewer JJR interruptions NNS in IN the DT school NN day NN . SENT Longer JJR blocks NNS of IN time NN allow VVP for IN more JJR complex JJ learning VVG activities NNS , , such JJ as IN complicated JJ science NN experiments NNS . SENT alternative JJ schools NNS Schools NNS that WDT differ VVP in IN one CD or CC more JJR ways NNS from IN conventional JJ public JJ schools NNS . SENT Alternative JJ schools NNS may MD reflect VV a DT particular JJ teaching NN philosophy NN , , such JJ as IN individualization NN , , or CC a DT specific JJ focus NN , , such JJ as IN science NN and CC technology NN . SENT Alternative JJ schools NNS may MD also RB operate VV under IN different JJ governing VVG principles NNS than IN conventional JJ schools NNS and CC be VB run VVN by IN organizations NNS other JJ than IN local JJ school NN boards NNS . SENT The DT term NN alternative NN schools NNS is VBZ often RB used VVN to TO describe VV schools NNS that WDT are VBP designed VVN primarily RB for IN students NNS who WP have VHP been VBN unsuccessful JJ in IN regular JJ schools NNS , , either CC because IN of IN disabilities NNS or CC because IN of IN behavioral JJ or CC emotional JJ difficulties NNS . SENT However RB , , some DT proponents NNS argue VVP against IN establishing VVG last JJ chance NN or CC remedial JJ schools NNS in IN which WDT the DT students NNS are VBP seen VVN as IN a DT problem NN to TO be VB fixed VVN . SENT They PP say VVP a DT better JJR approach NN is VBZ to TO alter VV the DT program NN and CC environment NN to TO create VV a DT positive JJ match NN with IN each DT student NN . SENT Although IN some DT school NN districts NNS continue VVP to TO operate VV alternative JJ schools NNS established VVD a DT few JJ years NNS ago RB , , those DT districts NNS starting VVG new JJ unconventional JJ schools NNS these DT days NNS often RB characterize VVP them PP as IN charter NN schools NNS . SENT alternative JJ teacher NN certification NN A DT way NN for IN individuals NNS to TO become VV classroom NN teachers NNS without IN completing VVG an DT undergraduate NN or CC graduate NN program NN in IN teacher NN education NN . SENT Alternative JJ certification NN takes VVZ into IN account NN an DT individual's JJ background NN and CC experience NN and CC usually RB requires VVZ some DT professional JJ training NN in IN the DT first JJ years NNS of IN teaching NN . SENT Alternative JJ certification NN is VBZ most RBS common JJ in IN urban JJ school NN systems NNS that WDT have VHP difficulty NN hiring VVG enough RB regularly RB qualified VVN teachers NNS . SENT For IN example NN , , Teach NP for IN America NP recruits VVZ recent JJ college NN graduates NNS to TO teach VV for IN two CD years NNS in IN needy JJ urban JJ schools NNS . SENT Advocates NNS point VVP out RP that IN such JJ programs NNS provide VVP a DT way NN for IN bright JJ , , idealistic JJ young JJ people NNS to TO make VV a DT needed JJ and CC worthy JJ contribution NN . SENT Critics NNS say VVP teaching NN requires VVZ extensive JJ preparation NN and CC that IN such JJ shortcuts NNS undermine VVP efforts NNS to TO make VV teaching VVG a DT true JJ profession NN . SENT American NP College NP Test NP ACT VV The DT ACT NN is VBZ one CD of IN the DT two CD commonly RB used VVN tests NNS designed VVN to TO assess VV high JJ school NN students NNS general JJ educational JJ development NN and CC their PP$ ability NN to TO complete VV college NN level NN work NN . SENT Some DT states NNS or CC institutions NNS require VVP or CC prefer VVP the DT Scholastic JJ Assessment NP Test NP SAT VVD for IN college NN entrance NN , , some RB the DT American NP College NP Test NP . SENT The DT ACT NN covers VVZ four CD skill NN areas NNS . SENT English NP , , mathematics NN , , reading NN , , and CC science NN reasoning NN . SENT More JJR than IN 1 CD million CD college NN bound VVN high JJ school NN students NNS take VVP the DT ACT NN each DT year NN . SENT American NP Federation NP of IN Teachers NP AFT JJ One NN of IN the DT two CD large JJ teacher NN unions NNS the DT other JJ is VBZ the DT National NP Education NP Association NP . SENT The DT AFT JJ represents VVZ about IN 1 CD million CD teachers NNS , , school NN support NN staff NN , , higher JJR education NN faculty NN and CC staff NN , , health NN care NN employees NNS , , and CC state NN and CC municipal JJ employees NNS . SENT The DT AFT JJ is VBZ affiliated VVN with IN the DT AFL NP CIO NP . SENT aptitude NN tests NNS Tests NNS that WDT attempt VVP to TO predict VV a DT person's JJ ability NN to TO do VV something NN . SENT The DT most RBS familiar JJ are VBP intelligence NN tests NNS , , which WDT are VBP intended VVN to TO measure VV a DT person's JJ intellectual JJ abilities NNS . SENT The DT theory NN underlying VVG intelligence NN tests NNS is VBZ that IN each DT person's JJ mental JJ ability NN is VBZ relatively RB stable JJ and CC can MD be VB determined VVN apart RB from IN her PP$ knowledge NN of IN subject JJ matter NN or CC other JJ abilities NNS , , such JJ as IN creativity NN . SENT Some DT aptitude NN tests VVZ measure VV a DT person's JJ natural JJ ability NN to TO learn VV particular JJ subjects NNS and CC skills NNS or CC suitability NN for IN certain JJ careers NNS . SENT ASCD NN Founded VVN in IN 1943 CD , , ASCD NP an DT international JJ , , nonprofit JJ association NN is VBZ one CD of IN the DT largest JJS professional JJ development NN organizations NNS for IN educator NN leaders NNS . SENT It PP provides VVZ world NN class NN education NN information NN services NNS , , offers VVZ cutting VVG edge NN professional JJ development NN for IN effective JJ teaching NN and CC learning VVG , , and CC supports VVZ activities NNS to TO provide VV educational JJ equity NN for IN all DT students NNS . SENT ASCD's NP 165 CD , , 000 CD members NNS reside VV in IN more JJR than IN 140 CD countries NNS and CC include VVP principals NNS , , teachers NNS , , superintendents NNS , , professors NNS of IN education NN , , and CC other JJ educators NNS . SENT assessment NN Measuring VVG the DT learning NN and CC performance NN of IN students NNS or CC teachers NNS . SENT Different JJ types NNS of IN assessment NN instruments NNS include VVP achievement NN tests NNS , , minimum JJ competency NN tests NNS , , developmental JJ screening NN tests NNS , , aptitude NN tests NNS , , observation NN instruments NNS , , performance NN tasks NNS , , and CC authentic JJ assessments NNS . SENT The DT effectiveness NN of IN a DT particular JJ approach NN to TO assessment NN depends VVZ on IN its PP$ suitability NN for IN the DT intended JJ purpose NN . SENT For IN instance NN , , multiple JJ choice NN , , true JJ or CC false JJ , , and CC fill VV in IN the DT blank JJ tests NNS can MD be VB used VVN to TO assess VV basic JJ skills NNS or CC to TO find VV out RP what WP students NNS remember VVP . SENT To TO assess VV other JJ abilities NNS , , performance NN tasks NNS may MD be VB more RBR appropriate JJ . SENT Performance NN assessments NNS require VVP students NNS to TO perform VV a DT task NN , , such JJ as IN serving VVG a DT volleyball NN , , solving VVG a DT particular JJ type NN of IN mathematics NN problem NN , , or CC writing VVG a DT short JJ business NN letter NN to TO inquire VV about IN a DT product NN . SENT Sometimes RB the DT task NN may MD be VB designed VVN to TO assess VV the DT student's NN ability NN to TO apply VV knowledge NN learned VVN in IN school NN . SENT For IN example NN , , a DT student NN might MD be VB asked VVN to TO determine VV what WP types NNS of IN plants NNS could MD be VB grown VVN in IN various JJ soil NN samples NNS by IN measuring VVG their PP$ pH NN levels NNS . SENT Authentic JJ assessments NNS are VBP performance NN assessments NNS that WDT are VBP not RB artificial JJ or CC contrived JJ . SENT Educators NNS who WP want VVP assessments NNS to TO be VB more RBR authentic JJ worry NN that IN most JJS school NN tests NNS are VBP necessarily RB contrived JJ . SENT Writing VVG a DT letter NN to TO an DT imaginary JJ company NN only RB to TO demonstrate VV to TO the DT teacher NN that IN you PP know VVP how WRB is VBZ different JJ from IN writing VVG a DT letter NN to TO a DT real JJ person NN or CC company NN in IN order NN to TO achieve VV a DT real JJ purpose NN . SENT One CD way NN to TO make VV an DT assessment NN more RBR authentic JJ is VBZ to TO have VH students NNS choose VVP the DT particular JJ task NN they PP will MD use VV to TO demonstrate VV what WP they PP have VHP learned VVN . SENT For IN example NN , , a DT student NN might MD choose VV to TO demonstrate VV her PP$ understanding NN of IN a DT unit NN in IN chemistry NN by IN developing VVG a DT model NN that WDT illustrates VVZ the DT problems NNS associated VVN with IN oil NN spills NNS . SENT at IN risk NN students NNS Students NNS who WP have VHP a DT higher JJR than IN average JJ probability NN of IN dropping VVG out RP or CC failing VVG school NN . SENT Broad JJ categories NNS usually RB include VVP inner JJ city NN , , low JJ income NN , , and CC homeless JJ children NNS . SENT those DT not RB fluent JJ in IN English NP . SENT and CC special JJ needs NNS students NNS with IN emotional JJ or CC behavioral JJ difficulties NNS . SENT Substance NN abuse NN , , juvenile JJ crime NN , , unemployment NN , , poverty NN , , and CC lack NN of IN adult NN support NN are VBP thought VVN to TO increase VV a DT youth's JJ risk NN factor NN . SENT The DT term NN came VVD into IN use NN following VVG the DT 1983 CD report NN of IN the DT Commission NP on IN Excellence NN , , which WDT declared VVD America's JJ public JJ schools NNS to TO be VB at IN risk NN . SENT Educators NNS responded VVD that IN the DT real JJ problem NN was VBD society's JJ neglect NN of IN certain JJ students NNS . SENT Some DT advocates NNS question VVP use NN of IN the DT term NN at IN risk NN , , arguing VVG that IN it PP may MD affect VV the DT way NN teachers NNS , , administrators NNS , , and CC peers NNS view VVP the DT student NN . SENT But CC they PP agree VVP that IN such JJ students NNS need VVP special JJ attention NN and CC support NN , , including VVG caring JJ adults NNS who WP challenge VVP them PP with IN high JJ expectations NNS . SENT attention NN deficit NN disorder NN ADD VVP and CC attention NN deficit NN hyperactivity NN disorder NN ADHD NP Children NP diagnosed VVD with IN attention NN deficit NN disorder NN tend VVP to TO have VH problems NNS staying VVG on IN task NN and CC focusing VVG on IN conversations NNS or CC activities NNS . SENT ADD VVP children NNS may MD be VB impulsive JJ , , easily RB distracted VVN e NN . SENT g NN . SENT , , by IN someone NN talking VVG in IN another DT room NN or CC by IN a DT passing VVG car NN , , full JJ of IN unfocused JJ energy NN , , fidgety JJ , , and CC restless JJ . SENT Many JJ people NNS with IN ADD VVP are VBP also RB hyperactive JJ and CC may MD move VV rapidly RB from IN one CD task NN to TO another DT without IN completing VVG any DT of IN them PP . SENT Hyperactivity NN , , a DT disorder NN of IN the DT central JJ nervous JJ system NN , , makes VVZ it PP difficult JJ for IN affected JJ children NNS to TO control VV their PP$ motor NN activities NNS . SENT More JJR than IN half NN of IN students NNS with IN learning VVG disabilities NNS exhibit VV behaviors NNS associated VVN with IN attention NN problems NNS but CC do VVP not RB necessarily RB have VH ADD VV . SENT According VVG to TO the DT National NP Attention NN Deficit NN Disorder NN Association NP , , ADHD NP is VBZ a DT diagnosis NN applied VVN to TO children NNS and CC adults NNS who WP consistently RB display VVP certain JJ characteristic JJ behaviors NNS over IN a DT period NN of IN time NN . SENT The DT most RBS common JJ core NN features NNS include VVP . SENT distractibility NN poor JJ sustained VVN attention NN to TO tasks NNS . SENT impulsivity NN impaired JJ impulse NN control NN and CC delay NN of IN gratification NN . SENT and CC hyperactivity NN excessive JJ activity NN and CC physical JJ restlessness NN . SENT In IN order NN to TO meet VV diagnostic JJ criteria NNS these DT behaviors NNS must MD be VB excessive JJ , , long JJ term NN , , and CC pervasive JJ . SENT The DT behaviors NNS must MD appear VV before IN age NN 7 CD , , and CC continue VV for IN at IN least JJS 6 CD months NNS . SENT A DT crucial JJ consideration NN is VBZ that IN the DT behaviors NNS must MD create VV a DT real JJ handicap NN in IN at IN least JJS two CD areas NNS of IN a DT person's JJ life NN , , such JJ as IN school NN , , home NN , , work NN , , or CC social JJ settings NNS . SENT These DT criteria NNS set VVP ADHD NP apart RB from IN the DT normal JJ distractibility NN and CC impulsive JJ behavior NN of IN childhood NN , , or CC the DT effects NNS of IN the DT hectic JJ and CC overstressed JJ lifestyle NN prevalent JJ in IN our PP$ society NN . SENT Source NN . SENT Quote NN from IN Fact NN Sheet NN on IN Attention NN Deficit NN Hyperactivity NN Disorder NN ADHD NP ADD VVP , , 1998 CD , , Highland NP Park NP , , IL NP . SENT National JJ Attention NN Deficit NN Disorder NN Association NP . SENT Copyright NN 1998 CD by IN Peter NP Jaksa NP . SENT Retrieved VVN February NP 18 CD , , 2002 CD , , from IN http NN . SENT add VV . SENT org NP content JJ abc NN factsheet NN . SENT htm JJ authentic JJ assessment NN Assessment NP that WDT measures VVZ realistically RB the DT knowledge NN and CC skills NNS needed VVN for IN success NN in IN adult NN life NN . SENT The DT term NN is VBZ often RB used VVN as IN the DT equivalent NN of IN performance NN assessment NN , , which WDT , , rather RB than IN asking VVG students NNS to TO choose VV a DT response NN to TO a DT multiple JJ choice NN test NN item NN , , involves VVZ having VHG students NNS perform VVP a DT task NN , , such JJ as IN serving VVG a DT volleyball NN , , solving VVG a DT particular JJ type NN of IN mathematics NN problem NN , , or CC writing VVG a DT short JJ business NN letter NN . SENT There EX is VBZ a DT distinction NN , , however RB . SENT Specifically RB , , authentic JJ assessments NNS are VBP performance NN assessments NNS that WDT are VBP not RB artificial JJ or CC contrived JJ . SENT Most JJS school NN tests NNS are VBP necessarily RB contrived JJ . SENT Writing VVG a DT letter NN to TO an DT imaginary JJ company NN only RB to TO demonstrate VV to TO the DT teacher NN that IN you PP know VVP how WRB is VBZ different JJ from IN writing VVG a DT letter NN to TO a DT real JJ person NN or CC company NN in IN order NN to TO achieve VV a DT real JJ purpose NN . SENT One CD way NN to TO make VV an DT assessment NN more RBR authentic JJ is VBZ to TO have VH students NNS choose VVP the DT particular JJ task NN they PP will MD use VV to TO demonstrate VV what WP they PP have VHP learned VVN . SENT For IN example NN , , a DT student NN might MD choose VV to TO demonstrate VV her PP$ understanding NN of IN a DT unit NN in IN chemistry NN by IN developing VVG a DT model NN that WDT illustrates VVZ the DT problems NNS associated VVN with IN oil NN spills NNS . SENT authentic JJ learning VVG Schooling NP related VVN to TO real JJ life NN situations NNS the DT kinds NNS of IN problems NNS faced VVN by IN adult NN citizens NNS , , consumers NNS , , or CC professionals NNS . SENT Advocates NNS complain VVP that IN what WP is VBZ taught VVN in IN school NN has VHZ little JJ relationship NN to TO anything NN people NNS do VVP in IN the DT world NN outside IN of IN school NN . SENT efforts NNS to TO make VV learning VVG more RBR authentic JJ are VBP intended VVN to TO overcome VV that DT problem NN . SENT Authentic JJ learning NN situations NNS require VVP teamwork NN , , problem NN solving VVG skills NNS , , and CC the DT ability NN to TO organize VV and CC prioritize VV the DT tasks NNS needed VVN to TO complete VV the DT project NN . SENT Students NNS should MD know VV what WP is VBZ expected VVN before IN beginning VVG their PP$ work NN . SENT Consultation NN with IN others NNS , , including VVG the DT instructor NN , , is VBZ encouraged VVN . SENT The DT goal NN is VBZ to TO produce VV a DT high JJ quality NN solution NN to TO a DT real JJ problem NN , , not RB to TO see VV how WRB much JJ the DT student NN can MD remember VV . SENT average JJ daily JJ attendance NN ADA NP Based VVN on IN counts NNS taken VVN on IN predetermined VVN dates NNS during IN the DT school NN year NN , , average JJ daily JJ attendance NN is VBZ a DT factor NN used VVN by IN state NN and CC federal JJ departments NNS of IN education NN to TO determine VV how WRB much JJ money NN schools NNS are VBP to TO receive VV . SENT Previous JJ Chapter NN Next JJ Chapter NN Table NN of IN Contents NNS This DT document NN contains VVZ some DT material NN that WDT was VBD previously RB published VVN in IN The DT Language NP of IN Learning NP . SENT A DT Guide NP to TO Educational NP Terms NNS , , edited VVN by IN J NP . SENT Lynn NP McBrien NP and CC Ronald NP Brandt NP , , 1997 CD , , Association NP for IN Supervision NP and CC Curriculum NN Development NP . SENT More RBR 2005 CD Association NN for IN Supervision NP and CC Curriculum NN Development NP Contact NP Us NP Copyright NP Information NP Privacy NN Statement NN