Carlos Martínez Group Leader – Standards and Assessments U.S. Department of Education.

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Presentation transcript:

Carlos Martínez Group Leader – Standards and Assessments U.S. Department of Education

 Common Standards  International Benchmarking  Aligned assessments of individual growth  Explicit attention to range of assessment types / formats, content sampling, item release plans, etc.  21 st century technology computer-based testing, longitudinal growth models, Evidence-Centered Design, … Ed Haertal, Denver, 12/1/2009

A Theory of Action is a chain of logical propositions that “connects the dots,” explaining step by step, in commonsense terms, how the assessment system, accountability system, and related reforms will lead to improved learning outcomes Ed Haertal, Denver, 12/1/2009

 Aligning tests and curricula to common standards is not sufficient to create a coherent system Ed Haertal, Denver, 12/1/2009 Content Standards Curriculum & Instruction Assessments ?

 Aligning tests and curricula to common standards is not sufficient to create a coherent system Ed Haertal, Denver, 12/1/2009 Content Standards Curriculum & Instruction Assessments ?

NEXT GENERATION ASSESSMENT SYSTEMS Stanley Rabinowitz, Ph.D. WestEd AACC Education Reform: Building Coherence with ARRA Funds December 18, 2009 Phoenix AZ

National Common Core Standards Potential for Common Assessments ESEA reauthorization Growth and status Lessons learned Power of technology Need Federal Initiatives: $ (ARRA, RTTT) 7

What are we balancing?  Cost  Constraints  Risk 8

Indicators need to justify their inclusion Incremental validity Different components  Formative and summative  On demand and classroom embedded  Multiple choice, constructed response, performance tasks Differentiated roles for different levels 9

 Differentiated roles for federal, state, district, school, teacher, student—affected by purpose, technical requirements, stakes, capacity, ability to affect change  Federal: minimal (reading, math, proficiency—what is enough for all?)  State: broad accountability based on history, conditions, initiatives, resources, values  Local: focus on curriculum and instructional support 10

 Real vs perceived: Is it real or is it imagined? Is it real or is it traditional? Is it real or is it difficult? Is it real or is it technical? Is it real or is it expensive? 11

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