Are our schools starving students of important historical, cultural, literary, and technical knowledge by focusing reading instruction exclusively on developing reading skills without teaching content knowledge?
Category: My Assessment
Recent disappointing results on NAEP and PISA have prompted many policy makers and pundits to question the billions of dollars invested in large-scale, standards-based reform initiatives.
Each fall, as we approach the end of the season for statewide score reporting, I find it helpful to reflect on trends in how students performed across the country and lessons learned from another year of testing.
Last spring, New Meridian hosted a dozen chief state school officers at our annual convening on assessment literacy, which focused on assessment as a lever for equity and change. Interestingly, the topic that prompted the most interest this year was risk and how to manage the many complex components of a state testing program.
More than 330 tasks were scored over five days by 78 teachers from five states and education systems, all of whom were gathered in Austin, Texas, to review New Meridian test content to be used in their state summative test designs.
Educators and policy leaders might be forgiven for not often turning to the Federal Register for inspiration. But buried there in the ESSA regulations is a truly inspired effort to resolve one of the most vexing tensions shaping our national discussion on the role of assessment.
As they transition beyond NCLB-era compliance toward ESSA-era flexibility, chiefs are seizing the moment to evaluate whether we are getting the proper return on investment from our assessments and accountability systems.
I recently had the privilege of visiting the Woodville Tomkins Technical and Career High School in Savannah, Georgia. Student ambassadors proudly showed off their “pathway” classrooms.
The 2018 elections produced a significant shift in the governing makeup of the states, and the changes are likely to have important consequences in state education policies across the country.
Is it so unthinkable that states — especially small and medium-sized states that can’t afford the high cost of custom development — could share some of the underlying test content as they design and develop their state-specific tests?