Rethinking Assessment: Trusting Teachers to Evaluate Student Learning
Will the New Online Standardized Tests Be Different?
Beyond the Bubble Test: How Will We Measure Learning in the Future?
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FM","link":"/"}},"mindshift_29386":{"type":"posts","id":"mindshift_29386","meta":{"index":"posts_1591205157","site":"mindshift","id":"29386","score":null,"sort":[1371650456000]},"guestAuthors":[],"slug":"will-new-tests-measure-any-valuable-skills","title":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","publishDate":1371650456,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29498\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After more than ten years of national education policies like No Child Left Behind and Race to the Top, the words \u003cem>accountability\u003c/em> and \u003cem>assessment\u003c/em> have become synonymous at many public schools with high-stakes testing. The two government programs have attached consequences and rewards to standardized test scores, leading many educators to believe they have to teach to the test. But, as the well-known argument goes, teaching prescribed math and reading content doesn't help students build the skills like creativity, problem-solving and adaptability they need to adapt in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">world outside of school\u003c/a>.\u003c/p>\n\u003cp>Many educators are hoping that as \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> roll out across the country, teaching and assessment can focus more on problem-solving and the process of getting to an answer, rather than a focus on the answer itself. But, even those process-oriented skills will be assessed with a standardized test – either the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment \u003c/a>or \u003ca href=\"http://www.parcconline.org/\">Partnership for Assessment of Readiness for College and Career\u003c/a>s (PARCC).\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Smarter Balanced Consortium conducted a pilot of their test earlier this year to help participating schools get a sense of what the tests would be like, as well as to evaluate logistical challenges in administering the computer-based test. An \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03commoncore.h06.html\">Education Week article\u003c/a> explains:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>The biggest idea that the pilots underscored for many educators was that the key for getting ready for the tests is not just getting the technology ready, but also having students and teachers know the standards.\u003c/em>\u003c/p>\n\u003cp>\"I think we have to make sure we are teaching and assessing with intent on the common core,\" Henson [a Michigan superintendent of instruction] says. \"It is really skills-based. Reading, writing, and listening skills are a huge part of being able to take that test.\"\u003c/p>\n\u003cp>The article indicates that teachers will still be teaching to the test -- they’re just hoping the test will measure how a learner thinks, not just what they've memorized. That’s the big question, and early studies suggest they will.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cse.ucla.edu/products/reports/R823.pdf\">One report [PDF]\u003c/a> conducted by \u003ca href=\"http://www.cse.ucla.edu/\">The National Center for Research on Evaluation, Standards & Student Testing\u003c/a>, or CRESST, at the University of California, Los Angeles indicates that the new tests “are likely to represent important goals for deeper learning, particularly those related to mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/will-the-new-online-standardized-tests-be-different/\">Will the New Online Standardized Tests Be Different?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>But other education researchers wonder if high-stakes testing in any form can truly measure the skills that not only deepen learning, but turn a student into a life-long learner.\u003c/p>\n\u003cp>“People often try to figure out what makes a difference in education and they try to find different variables that might explain that difference,” said \u003ca href=\"http://works.bepress.com/brent_duckor/\">Brent Duckor\u003c/a>, a professor at San Jose State University focusing on assessment. “It’s been harder for people to measure, and put the resources around measuring, the so-called soft skills -- let’s call them resiliency, persistence, a sense of caring and engagement with school -- and to use those in conjunction with the more typical academic achievement measures.” The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful.”\u003c/strong>\u003c/aside>\n\u003cp>This tension arises clearly with one of the hottest topics in education right now – project-based learning. Many educators hope this method of teaching content through inquiry and exploration will implicitly deepen learning and shift it towards the goals outlined in Common Core.\u003c/p>\n\u003cp>“If we are going to measure something, it’s going to take time and it’s going to take resources and effort,” said Duckor. “And what we've seen is a lot less attention on measuring those skills in any rigorous or reliable way.” It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so, Duckor said.\u003c/p>\n\u003cp>“To the extent that policymakers can go back to the drawing board and say, 'How could Smarter Balanced find ways to investigate the validity and the reliability of teacher claims,' we could say there would be an advance,” Duckor said. He’d like to see more alternative methods of assessment used.\u003c/p>\n\u003cp>School-based accountability, where student achievement and progression is determined by teachers, not a state test, is one such method that’s already been studied by researchers. New York City’s Central Park East Secondary School, a progressive poster child in the 1990s, provides an example of how school-based accountability works.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Central Park East developed systems to assess student work that meet the \u003ca href=\"http://www.tcrecord.org/Content.asp?ContentId=17338\">criteria for authentic assessment\u003c/a> that well-known researchers like Stanford’s \u003ca href=\"https://ed.stanford.edu/faculty/ldh\">Linda Darling Hammond\u003c/a> have determined to be successful. In a soon-to-be-published \u003ca href=\"http://www.researchgate.net/publication/260741999_Assessing_Habits_of_Mind\" target=\"_blank\">article\u003c/a>, Duckor and co-author \u003ca href=\"http://gse.berkeley.edu/people/daniel-perlstein\">Daniel Perlstein\u003c/a> argue that the school evaluated projects by asking students to demonstrate knowledge, understand various perspectives on it, connect it to other learning, make conclusions based on varying sets of conditions and be able to discuss its relevance. Most of these elements were included in subject-based portfolios that students created and had to defend in front of a committee that included teachers, students and outside adults.\u003c/p>\n\u003cp>But Central Park East’s modelcouldn't hold up to the strong pressures for standardized testing. “The pressures to develop easily measured and easily routinized forms of assessment, and easily measured and easily routinized forms of teaching and learning, in turn, made the school increasingly less successful and less central to reform,” said Daniel Perlstein, professor of education history at the University of California, Berkeley. There has always been a reform movement pushing for more democratic and socially oriented education in the U.S., but historically those efforts haven’t faired well on tests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so.\u003c/strong>”\u003c/aside>\n\u003cp>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful,” said Perlstein. “There are various forms of accountability and the notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/p>\n\u003cp>Perlstein points to other measures of a school’s success. Are parents satisfied with the education their children are receiving? Are students engaged and excited to come to school? Those are measures of accountability that don’t carry much weight when it comes to funding, teachers salaries or national rankings, but might be the most important for encouraging life-long learners.\u003c/p>\n\u003cp>Moving away from tests as the only means to measure knowledge, both at the school level and on state tests, frees teachers up to teach in more dynamic ways. “It’s a question of whose accountability and for whose good,” said Duckor. “And what infrastructure do we have to support communities that would like to have school-based accountability, but at this point are being measured by somebody else’s yardstick?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For Perlstein, it comes down to the basic fact that teachers, students and schools have a deep capacity for engaging, thoughtful work, but aren't often given the credit for their efforts. “In schools across the country teachers are trying to figure out how to do their job better,” said Perlstein. “The systems of accountability we have, rather than helping them do that, typically get in the way of that.”\u003c/p>\n\n","blocks":[],"excerpt":"Many educators are hoping that through the Common Core State Standards, teaching and assessment can focus more on problem-solving and the process of getting to an answer. But even those process-oriented skills will be assessed with a standardized test. The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.","status":"publish","parent":0,"modified":1394731763,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1401},"headData":{"title":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning | KQED","description":"Many educators are hoping that through the Common Core State Standards, teaching and assessment can focus more on problem-solving and the process of getting to an answer. But even those process-oriented skills will be assessed with a standardized test. The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","datePublished":"2013-06-19T14:00:56.000Z","dateModified":"2014-03-13T17:29:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29386 http://blogs.kqed.org/mindshift/?p=29386","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/19/will-new-tests-measure-any-valuable-skills/","disqusTitle":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","path":"/mindshift/29386/will-new-tests-measure-any-valuable-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29498\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After more than ten years of national education policies like No Child Left Behind and Race to the Top, the words \u003cem>accountability\u003c/em> and \u003cem>assessment\u003c/em> have become synonymous at many public schools with high-stakes testing. The two government programs have attached consequences and rewards to standardized test scores, leading many educators to believe they have to teach to the test. But, as the well-known argument goes, teaching prescribed math and reading content doesn't help students build the skills like creativity, problem-solving and adaptability they need to adapt in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">world outside of school\u003c/a>.\u003c/p>\n\u003cp>Many educators are hoping that as \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> roll out across the country, teaching and assessment can focus more on problem-solving and the process of getting to an answer, rather than a focus on the answer itself. But, even those process-oriented skills will be assessed with a standardized test – either the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment \u003c/a>or \u003ca href=\"http://www.parcconline.org/\">Partnership for Assessment of Readiness for College and Career\u003c/a>s (PARCC).\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Smarter Balanced Consortium conducted a pilot of their test earlier this year to help participating schools get a sense of what the tests would be like, as well as to evaluate logistical challenges in administering the computer-based test. An \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03commoncore.h06.html\">Education Week article\u003c/a> explains:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The biggest idea that the pilots underscored for many educators was that the key for getting ready for the tests is not just getting the technology ready, but also having students and teachers know the standards.\u003c/em>\u003c/p>\n\u003cp>\"I think we have to make sure we are teaching and assessing with intent on the common core,\" Henson [a Michigan superintendent of instruction] says. \"It is really skills-based. Reading, writing, and listening skills are a huge part of being able to take that test.\"\u003c/p>\n\u003cp>The article indicates that teachers will still be teaching to the test -- they’re just hoping the test will measure how a learner thinks, not just what they've memorized. That’s the big question, and early studies suggest they will.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cse.ucla.edu/products/reports/R823.pdf\">One report [PDF]\u003c/a> conducted by \u003ca href=\"http://www.cse.ucla.edu/\">The National Center for Research on Evaluation, Standards & Student Testing\u003c/a>, or CRESST, at the University of California, Los Angeles indicates that the new tests “are likely to represent important goals for deeper learning, particularly those related to mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/will-the-new-online-standardized-tests-be-different/\">Will the New Online Standardized Tests Be Different?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>But other education researchers wonder if high-stakes testing in any form can truly measure the skills that not only deepen learning, but turn a student into a life-long learner.\u003c/p>\n\u003cp>“People often try to figure out what makes a difference in education and they try to find different variables that might explain that difference,” said \u003ca href=\"http://works.bepress.com/brent_duckor/\">Brent Duckor\u003c/a>, a professor at San Jose State University focusing on assessment. “It’s been harder for people to measure, and put the resources around measuring, the so-called soft skills -- let’s call them resiliency, persistence, a sense of caring and engagement with school -- and to use those in conjunction with the more typical academic achievement measures.” The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful.”\u003c/strong>\u003c/aside>\n\u003cp>This tension arises clearly with one of the hottest topics in education right now – project-based learning. Many educators hope this method of teaching content through inquiry and exploration will implicitly deepen learning and shift it towards the goals outlined in Common Core.\u003c/p>\n\u003cp>“If we are going to measure something, it’s going to take time and it’s going to take resources and effort,” said Duckor. “And what we've seen is a lot less attention on measuring those skills in any rigorous or reliable way.” It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so, Duckor said.\u003c/p>\n\u003cp>“To the extent that policymakers can go back to the drawing board and say, 'How could Smarter Balanced find ways to investigate the validity and the reliability of teacher claims,' we could say there would be an advance,” Duckor said. He’d like to see more alternative methods of assessment used.\u003c/p>\n\u003cp>School-based accountability, where student achievement and progression is determined by teachers, not a state test, is one such method that’s already been studied by researchers. New York City’s Central Park East Secondary School, a progressive poster child in the 1990s, provides an example of how school-based accountability works.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Central Park East developed systems to assess student work that meet the \u003ca href=\"http://www.tcrecord.org/Content.asp?ContentId=17338\">criteria for authentic assessment\u003c/a> that well-known researchers like Stanford’s \u003ca href=\"https://ed.stanford.edu/faculty/ldh\">Linda Darling Hammond\u003c/a> have determined to be successful. In a soon-to-be-published \u003ca href=\"http://www.researchgate.net/publication/260741999_Assessing_Habits_of_Mind\" target=\"_blank\">article\u003c/a>, Duckor and co-author \u003ca href=\"http://gse.berkeley.edu/people/daniel-perlstein\">Daniel Perlstein\u003c/a> argue that the school evaluated projects by asking students to demonstrate knowledge, understand various perspectives on it, connect it to other learning, make conclusions based on varying sets of conditions and be able to discuss its relevance. Most of these elements were included in subject-based portfolios that students created and had to defend in front of a committee that included teachers, students and outside adults.\u003c/p>\n\u003cp>But Central Park East’s modelcouldn't hold up to the strong pressures for standardized testing. “The pressures to develop easily measured and easily routinized forms of assessment, and easily measured and easily routinized forms of teaching and learning, in turn, made the school increasingly less successful and less central to reform,” said Daniel Perlstein, professor of education history at the University of California, Berkeley. There has always been a reform movement pushing for more democratic and socially oriented education in the U.S., but historically those efforts haven’t faired well on tests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so.\u003c/strong>”\u003c/aside>\n\u003cp>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful,” said Perlstein. “There are various forms of accountability and the notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/p>\n\u003cp>Perlstein points to other measures of a school’s success. Are parents satisfied with the education their children are receiving? Are students engaged and excited to come to school? Those are measures of accountability that don’t carry much weight when it comes to funding, teachers salaries or national rankings, but might be the most important for encouraging life-long learners.\u003c/p>\n\u003cp>Moving away from tests as the only means to measure knowledge, both at the school level and on state tests, frees teachers up to teach in more dynamic ways. “It’s a question of whose accountability and for whose good,” said Duckor. “And what infrastructure do we have to support communities that would like to have school-based accountability, but at this point are being measured by somebody else’s yardstick?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Perlstein, it comes down to the basic fact that teachers, students and schools have a deep capacity for engaging, thoughtful work, but aren't often given the credit for their efforts. “In schools across the country teachers are trying to figure out how to do their job better,” said Perlstein. “The systems of accountability we have, rather than helping them do that, typically get in the way of that.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29386/will-new-tests-measure-any-valuable-skills","authors":["234"],"series":["mindshift_20658"],"categories":["mindshift_193"],"tags":["mindshift_49","mindshift_20554","mindshift_1040","mindshift_627","mindshift_20514","mindshift_628"],"featImg":"mindshift_29498","label":"mindshift_20658"},"mindshift_24291":{"type":"posts","id":"mindshift_24291","meta":{"index":"posts_1591205157","site":"mindshift","id":"24291","score":null,"sort":[1349885512000]},"guestAuthors":[],"slug":"will-the-new-online-standardized-tests-be-different","title":"Will the New Online Standardized Tests Be Different?","publishDate":1349885512,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/DelOnlineTesting.jpg\">\u003cimg class=\"size-medium wp-image-24292\" title=\"DelOnlineTesting\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/DelOnlineTesting-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fifth graders at Townsend Elementary in the Appoquinimink district waiting to begin the state standardized reading test.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Garland\u003c/h5>\n\u003cp>New high-tech standardized tests are coming soon to schools across the country, but will these new tests really revolutionize how we measure whether children are learning? The designers of the new tests, which a majority of states plan to adopt in two years, are allowing a sneak peek at sample questions.\u003c/p>\n\u003cp>Two competing state coalitions have taken on the job of designing the new tests, the \u003ca href=\"http://www.parcconline.org/about-parcc\">Partnership for Assessment of Readiness for College and Careers\u003c/a> (PARCC) and the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment Consortium\u003c/a>, and both have posted examples of what’s coming on their websites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm\" target=\"_blank\">Sample English/Language Arts question from Smarter Balanced Assessment Consortium\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm\" target=\"_blank\">Sample Math question from Smarter Balanced Assessment Consortium\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.parcconline.org/samples/english-language-artsliteracy/grade-3-tecr-end-year-assessment\" target=\"_blank\">Sample question from third grade assessment from PARCC\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.parcconline.org/samples/mathematics/high-school-seeing-structure-quadratic-equation\" target=\"_blank\">Sample math question from high school assessment from PARCC\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>In some questions, which the test designers have called “computer enhanced,” students will be asked to \u003ca href=\"http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html\">drag words or numbers\u003c/a> across the screen, or to \u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm\">highlight phrases\u003c/a> or sentences in a reading passage. In one example provided by Smarter Balanced to reporters during a conference call Monday, high school students can click on the screen to transfer water from a cube to a cylinder, which helps them solve a math problem about radius.\u003c/p>\n\u003cdiv id=\"attachment_5657\">\n\u003cp>Fifth graders at Townsend Elementary in the Appoquinimink district waiting to begin the state standardized reading test. (Photo by Sarah Garland)\u003c/p>\n\u003c/div>\n\u003cp>There will also be problems that require research and writing. Smarter Balanced officials gave an example of a multi-part question in which high school students are asked to imagine they are the chief of staff for a congresswoman. Before they start working on the test, their teacher is supposed \u003c!--more-->to lead a classroom activity about nuclear power. The students are then asked to come up with a list of pros and cons about nuclear power. Finally, they must write up a presentation for the congresswoman to give at a press conference later that day.\u003c/p>\n\u003cp>“I can tell you, that’s real world,” said Barbara Kapinus, the director of English language arts and literacy for Smarter Balanced. “I’ve been in that situation.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many questions will continue to be multiple-choice, however. States have favored multiple-choice tests because they are cheaper to design and score, and since answer sheets can be run through a computer. Questions like the one about nuclear power are more expensive, because they will likely require a trained evaluator to score them.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://hechingerreport.org/content/new-online-tests-hold-promise-perils_8885/\">biggest concerns\u003c/a> about the new tests has been how to finance them. The two coalitions designing the tests won grants from the federal government to pay for the beginning of the process, but this funding won’t cover ongoing expenses related to the tests, like paying people to score answer sheets and the cost of new computers and expanded bandwidth.\u003c/p>\n\u003cp>In the conference call with reporters, the director of Smarter Balanced, Joe Willhoft, said states that have signed on for the tests have agreed to pay annual administrative fees associated with the tests. “The lion’s share of those costs is bundled up in the human scoring,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://hechingered.org/content/are-new-online-standardized-tests-revolutionary-decide-for-yourself_5655/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Hechinge\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349885512,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":556},"headData":{"title":"Will the New Online Standardized Tests Be Different? | KQED","description":"By Sarah Garland New high-tech standardized tests are coming soon to schools across the country, but will these new tests really revolutionize how we measure whether children are learning? The designers of the new tests, which a majority of states plan to adopt in two years, are allowing a sneak peek at sample questions. Two","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will the New Online Standardized Tests Be Different?","datePublished":"2012-10-10T16:11:52.000Z","dateModified":"2012-10-10T16:11:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24291 http://blogs.kqed.org/mindshift/?p=24291","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/10/will-the-new-online-standardized-tests-be-different/","disqusTitle":"Will the New Online Standardized Tests Be Different?","path":"/mindshift/24291/will-the-new-online-standardized-tests-be-different","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/DelOnlineTesting.jpg\">\u003cimg class=\"size-medium wp-image-24292\" title=\"DelOnlineTesting\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/DelOnlineTesting-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fifth graders at Townsend Elementary in the Appoquinimink district waiting to begin the state standardized reading test.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Garland\u003c/h5>\n\u003cp>New high-tech standardized tests are coming soon to schools across the country, but will these new tests really revolutionize how we measure whether children are learning? The designers of the new tests, which a majority of states plan to adopt in two years, are allowing a sneak peek at sample questions.\u003c/p>\n\u003cp>Two competing state coalitions have taken on the job of designing the new tests, the \u003ca href=\"http://www.parcconline.org/about-parcc\">Partnership for Assessment of Readiness for College and Careers\u003c/a> (PARCC) and the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment Consortium\u003c/a>, and both have posted examples of what’s coming on their websites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm\" target=\"_blank\">Sample English/Language Arts question from Smarter Balanced Assessment Consortium\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm\" target=\"_blank\">Sample Math question from Smarter Balanced Assessment Consortium\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.parcconline.org/samples/english-language-artsliteracy/grade-3-tecr-end-year-assessment\" target=\"_blank\">Sample question from third grade assessment from PARCC\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.parcconline.org/samples/mathematics/high-school-seeing-structure-quadratic-equation\" target=\"_blank\">Sample math question from high school assessment from PARCC\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>In some questions, which the test designers have called “computer enhanced,” students will be asked to \u003ca href=\"http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html\">drag words or numbers\u003c/a> across the screen, or to \u003ca href=\"http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm\">highlight phrases\u003c/a> or sentences in a reading passage. In one example provided by Smarter Balanced to reporters during a conference call Monday, high school students can click on the screen to transfer water from a cube to a cylinder, which helps them solve a math problem about radius.\u003c/p>\n\u003cdiv id=\"attachment_5657\">\n\u003cp>Fifth graders at Townsend Elementary in the Appoquinimink district waiting to begin the state standardized reading test. (Photo by Sarah Garland)\u003c/p>\n\u003c/div>\n\u003cp>There will also be problems that require research and writing. Smarter Balanced officials gave an example of a multi-part question in which high school students are asked to imagine they are the chief of staff for a congresswoman. Before they start working on the test, their teacher is supposed \u003c!--more-->to lead a classroom activity about nuclear power. The students are then asked to come up with a list of pros and cons about nuclear power. Finally, they must write up a presentation for the congresswoman to give at a press conference later that day.\u003c/p>\n\u003cp>“I can tell you, that’s real world,” said Barbara Kapinus, the director of English language arts and literacy for Smarter Balanced. “I’ve been in that situation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many questions will continue to be multiple-choice, however. States have favored multiple-choice tests because they are cheaper to design and score, and since answer sheets can be run through a computer. Questions like the one about nuclear power are more expensive, because they will likely require a trained evaluator to score them.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://hechingerreport.org/content/new-online-tests-hold-promise-perils_8885/\">biggest concerns\u003c/a> about the new tests has been how to finance them. The two coalitions designing the tests won grants from the federal government to pay for the beginning of the process, but this funding won’t cover ongoing expenses related to the tests, like paying people to score answer sheets and the cost of new computers and expanded bandwidth.\u003c/p>\n\u003cp>In the conference call with reporters, the director of Smarter Balanced, Joe Willhoft, said states that have signed on for the tests have agreed to pay annual administrative fees associated with the tests. “The lion’s share of those costs is bundled up in the human scoring,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://hechingered.org/content/are-new-online-standardized-tests-revolutionary-decide-for-yourself_5655/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Hechinge\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24291/will-the-new-online-standardized-tests-be-different","authors":["4354"],"series":["mindshift_20658"],"categories":["mindshift_195"],"tags":["mindshift_108","mindshift_627","mindshift_628"],"featImg":"mindshift_24292","label":"mindshift_20658"},"mindshift_13774":{"type":"posts","id":"mindshift_13774","meta":{"index":"posts_1591205157","site":"mindshift","id":"13774","score":null,"sort":[1310769665000]},"guestAuthors":[],"slug":"beyond-the-bubble-test-how-will-we-measure-learning","title":"Beyond the Bubble Test: How Will We Measure Learning in the Future?","publishDate":1310769665,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1310769958,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":840},"headData":{"title":"Beyond the Bubble Test: How Will We Measure Learning in the Future? | KQED","description":"Last September, Secretary of Education Arne Duncan announced: "Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders." Duncan was excited about a new way of testing students, one that goes "beyond the bubble test," the standardized assessments students take","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond the Bubble Test: How Will We Measure Learning in the Future?","datePublished":"2011-07-15T22:41:05.000Z","dateModified":"2011-07-15T22:45:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13774 http://blogs.kqed.org/mindshift/?p=13774","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/15/beyond-the-bubble-test-how-will-we-measure-learning/","disqusTitle":"Beyond the Bubble Test: How Will We Measure Learning in the Future?","path":"/mindshift/13774/beyond-the-bubble-test-how-will-we-measure-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13774/beyond-the-bubble-test-how-will-we-measure-learning","authors":["180"],"series":["mindshift_20658"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_28","mindshift_108","mindshift_627","mindshift_628"],"featImg":"mindshift_13806","label":"mindshift_20658"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, \u003ca href=\"http://blogs.kqed.org/mindshift/2011/03/the-bubble-test-the-bane-of-learning/\">assessments have become accountability tools\u003c/a> that end up hurting teachers, rather than helpful tools for teachers.\r\n\r\nBut the \u003ca href=\"http://blogs.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">movement against standardized testing grows\u003c/a>, as parents are choosing to opt their children out, even if it means \u003ca href=\"http://blogs.kqed.org/mindshift/2013/12/what-happens-when-parents-decide-to-opt-out-of-standardized-tests/\">there may be repercussions\u003c/a>.\r\n\r\nAmidst this backlash against standardized tests, many \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">schools and teachers are finding ways to give students meaningful feedback\u003c/a> on their work before testing them, so they have time to improve or shift course. These \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">formative assessments\u003c/a> -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>","featImg":null,"headData":{"title":"ASSESSMENT Archives | KQED Mindshift","description":"Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. 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