There is no uniform standard for determining proficiency and
with transitions to new assessments in many states, including Oregon, policymakers are in the midst of changing the criteria for determining whether a student has become proficient.
And most important, what supports can I draw on to help my school
with the transition to these new assessments?
Not exact matches
With the
transition to the Common Core comes a
transition to new assessments that better measure if students are on track for college and career readiness — and while test scores may temporarily drop, educators expect the short - term decline
to improve as teachers and students are better equipped
to meet the
new standards
CCSSO works
with educators and policymakers as they
transition to new assessments to improve teaching and student learning.
There are a range of critical issues, such as: the implementation of the reauthorized ESEA (now called The Every Student Succeeds Act) which includes
new flexibility for states in designing state standards and accountability systems as well as a hard cap on the number of students
with the most significant cognitive disabilities taking alternate
assessments on alternate standards; regulations on disproportionate identification of minority students
to special education; and, the goal
to transition more disadvantaged students into college and careers that will have a significant impact on some of the most vulnerable children.
The drop in test scores is attributable
to the
transition to new national academic standards that have yet
to be aligned
with the state
assessments — and that's lead some
to question the
new standards or call for a moratorium on testing.
This one - day workshop provides educators
with an SAT -
transition road map, helping participants
to navigate the ins and outs of the
new assessment.
New partnership supports school districts in their
transition to Next Generation Science Standards * DOVER, N.H. — March 30, 2016 — Measured Progress, Inc. is pleased
to announce a partnership
with Activate Learning
to combine high - quality, standards - based science
assessments with a world - class science curriculum.
However, at least 10 states are already
transitioning to new tests for the 2015 — 16 school year and beyond.41 Earlier in their development, every state that had adopted Common Core was also involved in some way
with one of these groups.42 But concerns
with Common Core - related
assessments — and over-testing of students more broadly — have led some states
to reassess their testing policies and reconsider their participation in PARCC and SBAC (Figure 3).43 44 45