The Research Base for Formative Assessment

Mary Ryerse and Susan Brookhart, writing for Getting Smart, recently analyzed the research base for formative assessment. Excerpts from their piece appear below: The original research base on formative assessment is most typically traced back to the 1998 publication Assessment and Classroom Learning (Black & Wiliam, 1998), the first widely cited review of literature on Read more about The Research Base for Formative Assessment[…]

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What Predicts College Completion? High School GPA Beats SAT Score

Preston Cooper, writing for Forbes, has reviewed a new article by Matthew Chingos of the Urban Institute that finds high school GPA to be a better predictor of college completion than SAT score. For excerpts from the article, see below:  For obvious reasons, students who exhibit better academic preparation in high school are more likely Read more about What Predicts College Completion? High School GPA Beats SAT Score[…]

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Don’t Rate Teaching Schools Based on Student Test Scores, Study Warns

In recent years, public officials have sought to determine the quality of our nation’s teacher preparation programs, both the traditional programs at colleges and universities, as well as alternative preparation programs like Teach for America. One proposed way to do this is to track graduates into the classrooms where they become teachers to see how Read more about Don’t Rate Teaching Schools Based on Student Test Scores, Study Warns[…]

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Achieve: Do not use SAT or ACT as state summative assessment

Achieve released a new brief warning against the use of ACT or SAT exams as the summative high school assessment for English language arts (ELA) and mathematics. Achieve highlighted three reviews of these tests, looking at their alignment to states’ college- and career-ready academic standards and how using the tests for accountability would impact students, Read more about Achieve: Do not use SAT or ACT as state summative assessment[…]

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50-State Comparison: State Summative Assessments

The Education Commission of the States’ Comparison on State Summative Assessments was just updated and now includes information on the assessments that each state is using to meet federal requirements in 2017-18. As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and Read more about 50-State Comparison: State Summative Assessments[…]

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Ten Principles of Building High-Quality Systems of Assessment

How do state and district leaders cut through the clutter to make decisions on assessments for student success? Finally, there is unprecedented support on how to answer this question with the release of Ten Principles for Building a High-Quality System of Assessments, a collaborative effort led by Jobs for the Future (JFF), a national nonprofit Read more about Ten Principles of Building High-Quality Systems of Assessment[…]

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In Case You Missed It!

February Issue Brief: Performance Assessment

Educators seeking to measure student attainment of 21st century skills and deeper learning are increasingly looking to performance assessment as a way to assess student performance meaningfully. ESSA’s innovative testing pilot and new test-optional college admissions policies are removing roadblocks that once stood in the way of widescale adoption of performance assessment. In this month’s Read more about February Issue Brief: Performance Assessment[…]

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The Promise of Performance Assessments

As states, districts, and schools are expanding instruction to include the competencies associated with college, career, and civic readiness, they are also developing ways to measure mastery of these deeper learning and higher-order thinking skills. These measures include performance assessments, such as portfolios, capstone projects, and senior defenses, alongside classroom performance. Meanwhile, more than 900 Read more about The Promise of Performance Assessments[…]

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Innovative Assessment in New Hampshire

For those wondering what ESSA’s Innovative Testing Pilot might bring, look no further than New Hampshire. The Obama administration granted New Hampshire a first-of-its-kind waiver in 2015, allowing a subset of school districts to try out new exams made up of “complex, multi-part tasks that ask students to apply what they have learned in sophisticated Read more about Innovative Assessment in New Hampshire[…]

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10 Evidence-Based Policies and Practices for Assessment

The Meadows Center at the University of Texas at Austin has released a piece outlining 10 evidence-based policies and practices for high-quality assessment in schools, along with the research supporting them. These policies/practices include the following: School leadership ensures that teachers have a shared understanding of the curriculum and standards across the grades. Schools use Read more about 10 Evidence-Based Policies and Practices for Assessment[…]

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School Districts where Students Learn Most

New data from researchers at Stanford, based on some 300 million elementary-school test scores across more than 11,000 school districts, reveals the school districts where children are showing the most growth. The results do not follow conventional wisdom. Districts with high growth are scattered across the country, in contrast with sharp geographic divisions on proficiency Read more about School Districts where Students Learn Most[…]

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The ‘A’ Word: Accountability – The Dirty Word of Today’s Education Reform

Throughout this year, the Bush Institute has interviewed education leaders at length about what school accountability means to them. The result is the launch of The “A” Word: Accountability–The Dirty Word of Education Reform. Throughout this interview series, recognized leaders identify why accountability practices matter and how they have used them. They also provide an Read more about The ‘A’ Word: Accountability – The Dirty Word of Today’s Education Reform[…]

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Performance Assessment: Fostering the Learning of Teachers and Students (update)

Against a backdrop of the opportunities provided by the Every Student Succeeds Act (ESSA) and the challenges for education posed by the new federal administration, the Annenberg Institute for School Report has released an issue of Voices in Urban Education (VUE) and an online supplement that proposes performance assessment as a personalized and rigorous alternative Read more about Performance Assessment: Fostering the Learning of Teachers and Students (update)[…]

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90% of Parents Think Their Kids Are on Track in Math & Reading

There is a communication gap that creates a significant disconnect in how parents think their children are doing in school versus reality. In its second national survey, Learning Heroes found that 9 in 10 parents think their children are performing at or above grade level in math and reading — but results from the National Read more about 90% of Parents Think Their Kids Are on Track in Math & Reading[…]

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Performance Assessment: Fostering the Learning of Teachers and Students

The Annenberg Institute’s new issue of VUE, Performance Assessment: Fostering the Learning of Teachers and Students proposes an alternative to standardized testing, based on a performance assessment approach, which is personalized and rigorous, and improves teaching and learning – thereby benefiting both students and teachers. Against a backdrop of the opportunities provided by the Every Read more about Performance Assessment: Fostering the Learning of Teachers and Students[…]

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Supporting High-Quality State Assessments

Tests are one important tool state and education leaders, teachers and parents rely on to help schools ensure students are on track for learning what they need for success. Tests signal the knowledge and skills that are deemed most important, show how schools and students are progressing, and help identify where to direct resources so Read more about Supporting High-Quality State Assessments[…]

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