- Balancing new assessment systems within a state
In 2002, the CCSSO Comprehensive Assessment Systems (CAS) for Title I State Collaborative on Assessment and Student Standards (SCASS) developed the Handbook for Professional Development in Assessment Literacy (PDAL). The PDAL was intended to provide a resource to states in their work with policy makers, practitioners, and the lay public to inform them about the purposes of assessment and importance of an aligned assessment system to the overall educational system. The proposed presentation will highlight the 2012-2013 changes to the PDAL – reflecting the transition to new assessment system requirements for the Common Core State Standards (CCSS).
In 2010, the CCSS for mathematics and English language arts were released. The overarching goal of the CCSS, which articulate the CCRS through grade-level expectations, is to provide a pathway that will ultimately raise the performance and achievement of all students in the U.S. in order to prepare these students to be globally competitive for schooling and career opportunities. Since the release of the standards, almost all states have adopted the CCSS with some of these states also adopting the CCRS.
The challenge now is the development of comprehensive assessments, including state, district and teacher developed, that measure student achievement based on instruction around these CCSS and to ensure that such assessments reflect the academic rigor and career relevance that connects the CCSS to the CCRS. All adopting states have joined one or more of the federally funded assessment consortia focused on the development of national assessments aligned to the CCSS: the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balanced Assessment Consortium (SBAC),
The PARCC and SBAC differ from the traditional pencil and paper format of previous large-scale summative assessments by using online administration via computerized assessment systems. It is anticipated that a large majority of the states will implement one of these two assessment systems, although some states have elected to develop their own stand-alone systems based on the CCSS.
In addition, many states, the District of Columbia, and several U.S. territories are participating in two alternate assessment consortia to “design a new generation of assessments for students with the most significant cognitive impairments.” These two consortia representing the 1% of students who have such impairments are the Dynamic Learning Maps (DLM) Consortium and the National Center and State Collaborative (NCSC).
A fifth consortium sponsored by the Wisconsin Department of Public Instruction, in collaboration with the World-Class Instructional Design and Assessment (WIDA) Consortium, is developing next-generation assessments of English proficiency. The new system is called Assessment Services Supporting ELs through Technology Systems (ASSETS).
Accomplishing total system alignment of these new assessments with district and teacher assessments as well as with the goals of college and career readiness requires that states address the components of the system that support the development and maintenance of a comprehensive assessment system. The goal of such alignment is to fold various forms of assessments—summative and interim (including formative and benchmark assessments)—into a comprehensive system that interlinks curriculum, instruction, and assessment, making a comprehensively aligned system.
The presentation will describe the PDAL revisions and how the assessments emerging since the original 2001publication can create a balanced assessment system to support an aligned educational system. Also included will be discussion of the technical quality of assessments, how the technical quality affects the use of the assessments, and proper reporting and use of the information resulting from assessment practices. This presentation will address the Balancing New Assessments within a State Strand.