Carlos MartínezGroup Leader – Standards and Assessments

U.S. Department of Education

Common Standards International Benchmarking Aligned assessments of individual

growth Explicit attention to range of

assessment types / formats, content sampling, item release plans, etc.

21st century technology• computer-based testing, longitudinal growth

models, Evidence-Centered Design, …Ed Haertal, Denver, 12/1/2009

A Theory of Action is a chain of logical propositions that “connects the dots,” explaining step by step, in commonsense terms, how the assessment system, accountability system, and related reforms will lead to improved learning outcomes

Ed Haertal, Denver, 12/1/2009

Aligning tests and curricula to common standards is not sufficient to create a coherent system

Ed Haertal, Denver, 12/1/2009

Content Standards

Curriculum &

Instruction

Assessments

?

Aligning tests and curricula to common standards is not sufficient to create a coherent system

Ed Haertal, Denver, 12/1/2009

Content Standards

Curriculum &

Instruction

Assessments

?

NEXT GENERATION ASSESSMENT SYSTEMS

Stanley Rabinowitz, Ph.D.WestEd AACC

srabino@wested.org

Education Reform: Building Coherence with ARRA FundsDecember 18, 2009

Phoenix AZ

• National Common Core Standards • Potential for Common Assessments• ESEA reauthorization• Growth and status• Lessons learned• Power of technology • Need• Federal Initiatives: $ (ARRA, RTTT)

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•What are we balancing? Cost Constraints Risk

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• Indicators need to justify their inclusion• Incremental validity • Different components

Formative and summative On demand and classroom embedded Multiple choice, constructed response,

performance tasks

• Differentiated roles for different levels

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Differentiated roles for federal, state, district, school, teacher, student—affected by purpose, technical requirements, stakes, capacity, ability to affect change

Federal: minimal (reading, math, proficiency—what is enough for all?)

State: broad accountability based on history, conditions, initiatives, resources, values

Local: focus on curriculum and instructional support

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Real vs perceived: • Is it real or is it imagined? • Is it real or is it traditional? • Is it real or is it difficult? • Is it real or is it technical? • Is it real or is it expensive?

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