Prompted perhaps by the recent release of disappointing NAEP reading scores, many state education leaders are asking, what aren’t we getting right about literacy instruction?
Category: The Prime
Research confirms that an inquiry-based approach that expects students to delve deeply into an area of study and make connections among ideas and areas of knowledge within and across disciplines strengthens understanding, retention and the transfer of knowledge.
The importance of high-quality classroom tasks was highlighted in a recent study published by TNTP, The Opportunity Myth. Researchers observed and analyzed nearly 1,000 lessons over two years and found the majority of classroom assignments are not aligned to grade-level expectations.
Some states are separating test design and development from test administration, scoring, and reporting. Specialization like this is a proven approach to managing complex development processes, much like the construction industry uses architects and builders.
At an event to score state summative test items, the deep intellectual engagement, regular reference to classroom experience, familiarity with the standards and deep understanding of student development at each grade level was striking.
States, districts and schools don’t need federal authorization to adopt student-centered assessment models. But the U.S. Education Department (USED) does have a say when states want to use one of these innovative assessments to meet ESSA’s requirements.
New Meridian recently 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. It was clear throughout the day that states are rethinking assessment.
What is the secret that makes Woodville Tomkins so successful in graduating students ready for college and career? In a word: engagement. Students at Woodville Tomkins are visibly proud of their studies.
Those of us who pay close attention to the education landscape have witnessed quite a bit of change in recent months, much of it fueled by political transitions.
Anyone following statewide summative assessment news has observed the trend of states leaving the consortia and returning to developing custom tests on their own. State policy makers want to ensure that state educators are involved in designing tests that align to their revised standards and reflect what is being taugh.