As such, we stand ready to support states, districts, schools, and their communities in working toward building and evolving systems that embrace all ten principles to foster high -
quality systems of assessments for all students.
Jobs for the Future: 10 Principles for Building a High -
Quality System Of Assessments This report offers important guidance on how states, districts, and our nation can bridge from the current status of assessments to high - quality systems that advance college and career readiness, equity, and student - centered learning.
A high -
quality system of assessments can facilitate this by providing aligned and coherent information from a variety of assessments about students» college and career readiness — maximizing efficiency while reducing duplication, in a timely and rich enough manner to inform instruction, student self - direction in learning, and accountability.
Condition 5 —
A quality system of assessment incorporates multiple forms of assessments, and is used for multiple purposes.
Not exact matches
Several performance reporting
systems now report publicly on aspects
of quality such as surgical outcomes, 8 adherence to evidence - based
quality measures, 9,10 and patients»
assessments of care, 11 but few public reports about the
quality of health care organizations have also assessed the equity
of care provided by those organizations.
My observations
of the Finnish education
system match those
of Kurt and Gavin's: it's about
quality teachers, personalised learning and formative
assessment.
Nor should one assume that our study's results are applicable to other states facing similar decisions: Massachusetts has been a national leader in establishing high -
quality learning standards for its students, and MCAS is widely regarded as one
of the country's more sophisticated
assessment systems.
«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating
systems, and we heartily endorse all
of these
of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort
of high -
quality assessments that critics
of dumbed - down standardized tests have long called for.
This report recommends further research to investigate the question
of whether the certification process itself makes teachers more effective — as they become familiar with the standards and complete the
assessment — or if high -
quality teachers are attracted to the certification process, as well as to determine whether NBPTS certification is having broader effects on the educational
system beyond individual classrooms.
We should care about the
quality of principals»
assessments of teacher
quality not just for their reliability in a merit - pay
system, but also for their ability to identify teachers who will continue to improve student achievement.
The key points from each strand are highlighted as follows: Early Identification and support • Early identification
of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high
quality early years provision: DfE and DfH joint policy statement on the early years; tickell review
of EYFS; free entitlement
of 15 hours for disadvantaged two year olds • A new approach to statutory
assessment: education, health and care plan to replace statement • A more efficient statutory
assessment process: DoH to improve the provision and timeliness
of health advice; to reduce time limit for current statutory
assessment process to 20 weeks Giving parent's control • Supporting families through the
system: a continuation
of early support resources • Clearer information for parents: local authorities to set out a local offer
of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice
of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use
of mediation before a parent can register an appeal with the Tribunal
An
assessment system should improve the
quality of local tests, standards, grading, and reporting.
In his letter, Duncan expressed his disappointment in the failure
of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support
systems that take into account information on student learning growth based on high -
quality college - and career - ready (CCR) state
assessments as a significant factor in determining teacher and principal performance levels.»
«The report is overly long and too descriptive»... «Managers have not implemented a sufficiently rigorous
system to identify the strengths and weaknesses
of the provision to allow them to set actions to improve the
quality of teaching, learning and
assessment.»
Such
systems, if organized around direct
assessments of teacher and classroom
quality, based on strong and valid metrics and tied to new or existing incentive
systems, could be a cost - effective means
of producing real change for teachers and children.
Join this webinar to learn about: • Improving
quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic
assessments into classrooms • Selecting the right learning management
system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work
Hill and her team have developed
assessments that capture teachers» mathematical knowledge for teaching and teachers» mathematical
quality of instruction,
assessments now widely available to researchers, instructional coaches, evaluators, and policy - makers via online training and administrative
systems.
The authors conducted a review
of research on audience response
systems (ARS) and conclude that the evidence supports benefits
of ARS, including improvements to the classroom environment (increases in attendance, attention levels, participation, and engagement), learning (interaction, discussion, contingent teaching,
quality of learning, and learning performance), and
assessment (feedback, formative, and normative).
Achieve, which normally assesses accountability
systems at the state level for «
quality and coherence,» praised the Montgomery County
assessments as rigorous, high -
quality measures that are good predictors
of students» performance on state - level tests.
We at the Thomas B. Fordham Institute have a longstanding interest in advancing
quality school choices for kids who need them and a parallel interest in boosting educational achievement with the help
of rigorous standards,
assessments, and accountability
systems.
So how can states build on the research base and knowledge regarding high -
quality assessments in order to design
systems that do not just meet the requirements
of federal law but actually drive student learning to a higher level — especially for students from marginalized communities?
Such buy - in does make up a sizable chunk
of points, but 48 percent
of points are attached to the
quality of a state's plan in four key areas: standards and
assessments, data
systems, teacher and principal effectiveness, and turning around the lowest - achieving schools.
One
of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support
systems that take into account information on student learning growth based on high -
quality college - and career - ready (CCR) State
assessments as a significant factor in determining teacher and principal performance levels, along with other measures
of professional practice such as classroom observations.
As educators «build» a learning path with
quality assessment, «pave» the path by providing students with the tools to reflect on their learning, and «illuminate» it by the «light»
of understanding student expectations for future success — and then push them beyond those expectations (Hattie, 2009), the state test become simply a small part
of a balanced
assessment system.
During a yearlong process, consortium members identified opportunities for Smarter Balanced to maintain the
quality of its
assessment system while also looking to innovate and evolve in response to a changing education landscape.
Increase the
quality and relevance
of the
assessment system by including locally embedded authentic performance - based
assessments.
Our work is guided by the belief that a high -
quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed — regardless
of disability, language, or subgroup.
The purpose
of this study was to: 1) determine the amount
of money a typical state would incur to implement a high -
quality assessment (HQA)
system including performance components in comparison to the amount currently being spent on their state
assessment, and 2) determine if various cost -...
MISSION:: The mission
of the Test Development Section is to oversee the design, development, and implementation
of a high -
quality technically - sound student
assessment system that assists stakeholders in making informed educational decisions.
But some
of the features
of a strong
system are: high standards that reflect college and career readiness; high -
quality assessments that build in real - world tasks that reflect the kinds
of things students will need to do for college and career success; annual indicators
of students» progress; attention to both whether or not students are proficient, because we have to understand that; and whether or not they're making progress.
The pursuit
of high -
quality principal
assessment reached a milestone in 2006 with the development
of the Vanderbilt
Assessment of Leadership in Education, or VAL - ED, a research - validated process created by a team from Vanderbilt University and the University
of Pennsylvania, and supported by Wallace as an effort to address the lack
of valid and reliable principal evaluation
systems.
To enhance the
quality of our programs, Walden developed an
assessment system designed to ensure that all students graduating from the Riley College
of Education and Leadership demonstrate the knowledge and skills to be successful.
State experts, local educators, postsecondary faculty and community members from the PARCC states conduct rigorous reviews
of every item and passage being developed for the PARCC
assessment system to ensure all test items are
of the highest
quality, aligned to the standards, and fair for all student populations.
Kathryn (Kathy) Dewsbury - White serves as the president and CEO
of the Michigan
Assessment Consortium, a statewide non-profit education association organized to provide professional learning opportunities, develop resources and tools, and provide advocacy for
quality assessment practice and
quality, comprehensive, and balanced
assessment systems.
In using ARRA funds, states and school divisions must advance core reforms identified in the legislation, including: implementation
of college - and career - ready standards and
assessments for all students; establishment
of preschool to postsecondary and career longitudinal data
systems; improvement in teacher
quality — especially for students most at risk
of academic failure; and improvement
of low - performing schools through effective interventions.
The
system consists
of four integrated components: local
assessments developed by local schools based on state curriculum frameworks; a school
quality review process involving periodic intensive onsite visits by teams
of external reviewers; limited standardized testing in literacy and numeracy; and, annual reporting by schools to their communities.
The following principles are drawn from the report
of the Expert Panel on
Assessment of the Forum on Educational Accountability and represent a launching point from which conference discussions on what is necessary to construct high -
quality assessment and accountability
systems may begin.
These include: · Use
of instructional programs and curricula that support state and district standards and
of high
quality testing
systems that accurately measure achievement
of the standards through a variety
of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences
of standards · Alignment
of standards,
assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all
of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.
«They would lead to creation
of high -
quality assessment systems that use a rich range
of evidence to help schools improve, not just test scores to label them passing or failing.»
These examples include
assessment audits, implementing
systems to collect, manage, and analyze
assessment data, supporting
assessment literacy, increasing transparency and timeliness, increasing communications about the purpose
of statewide
assessments, making
assessment results more usable and understandable for educators and parents, improving the
quality of assessments, and increasing the validity and reliability
of statewide
assessments.
Educators are more likely to attend to issues
of quality and serve the best interests
of students when we build balanced
systems, with
assessment - literate users.
It is the first research to be produced through Reimagining College Access (RCA), a national initiative
of the Learning Policy Institute and EducationCounsel that brings together for the first time k - 12 and higher education policy and practice leaders (see list below) to recognize high -
quality k — 12 performance
assessment systems and enable higher education institutions to understand and recognize evidence from such
systems (as they do with International Baccalaureate and Advanced Placement programs, for example).
In some
systems in other countries, such as the school - based
assessment system in Victoria, Australia, school inspectors examine the tasks and student work samples that are scored locally and provide an overview
of the
quality of the work that is part
of the feedback to the school and to the state agency for guiding the process
of continual improvement.
By explicitly incorporating language around
assessment audits, training for teachers and school leaders that develops sound
assessment practices, hiring
of personnel with
assessment certifications, and parental engagement through
assessment literacy into state ESSA applications, states can enhance student learning by leveraging funds to develop
assessment policies and
systems that reflect balanced and
quality practices.
Finally, the paper outlines eight
system - level characteristics
of a high -
quality CTE program, including: career - oriented educational
systems; strong options for all students; rigorous academic curricula; rigorous technical skill development; employability skills; professional development for teaching staff and leaders; support services for students; and
assessment / accountability.
Building on our work with CPAC, LPI, and EducationCounsel, we have launched a new national initiative that brings together K - 12 and higher education policy and practice leaders to support the expansion
of high -
quality performance
assessment systems, and their use in college admissions, placement, and advising.
What
systems need to be in place to support the use
of high -
quality performance
assessments for all students?
While no
assessment system is without limitations, Tennessee's value - added
assessment model stands head and shoulders above others with regard to its focus on the effectiveness
of schools, its ability to remove the biasing effects
of social and economic influences, and its usefulness in answering critical questions about student progress and educational
quality.
«I fully expect that the addition
of Vermont to the Consortium will help ensure we develop a high -
quality assessment system that will support student learning and teacher instruction.»
It also provides a broad and diverse range
of program enhancements, a set
of quality standards and a
system for reaching
quality standards through
assessment, program improvement plans and resource referrals for youth providers in the county.