{"id":3032,"date":"2013-05-20T09:29:31","date_gmt":"2013-05-20T13:29:31","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=3032"},"modified":"2013-05-20T09:29:31","modified_gmt":"2013-05-20T13:29:31","slug":"assessments-for-the-21st-century","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/assessments-for-the-21st-century\/","title":{"rendered":"Assessments for the 21st Century"},"content":{"rendered":"

\"gordoncommission\"<\/a>After two-plus years of work, the Gordon Commission recently released a public policy statement designed to \u201cstimulate a productive national conversation about assessment and its relationship to teaching and learning.\u201d The Gordon Commission believes that now is a \u201cremarkable opportunity to re-conceptualize the purposes of educational assessments.\u201d<\/p>\n

The Gordon Commission on the Future of Assessment in Education<\/a> (the Gordon Commission) is comprised of \u201ca group of outstanding educational leaders who will produce a vision for assessment that is fair and beneficial to improving U.S. education and which will advance technology to improve educational measurement and student achievement. The members of the Gordon Commission are distinguished scholars in the fields of education sciences, psychometrics and public policy, and thoughtful leaders in the arena of public affairs.\u201d<\/p>\n

The Gordon Commission believes that now is the time for change because of the adoption of the Common Core State Standards (CCSS) in mathematics and English language arts; development of the Next Generation Science Standards, and work focused on developing assessments aligned to the CCSS by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (SBAC).<\/p>\n

\u201cThese developments have heightened awareness among educators and state and federal policymakers of the critical relationships among more rigorous standards, curriculum, instruction, and appropriate assessment, and have created an opportunity to address issues of long standing,\u201d the statement notes.<\/p>\n

The statement also stresses that assessments are not useful for the sake of assessments: they must be tied to the needs of 21st<\/sup> century students, students who will certainly need to be proficient in using digital technology, and include both assessment of learning and assessment for learning.<\/p>\n

Finally, recognizing the role that policymakers will play in the future of assessment, the public policy statement includes three recommendations directed at policymakers:<\/p>\n