in principle, we know how to do it and could in 3 to 5 years; in reality, there are technical and lgoistical obstacles, capacity constraints, contractual issues, resistance and inertia
a "new develpmental pathway to jumpstart innovation"
adopt a systems approach:
- new patterns of collaboration
- new measurement qualities
- new assessments
- and new platforms
need a comprehensive model of the domain, models of student learning, complete content standards, performance standards that are articulated, technology platform
four component system: diagnostic, extended projects, on demand test on previewed material, and on demand testing (forced choice and short answer responses)
focus on standard setting: mastery of material at grade level is not an end in itself; we want proficiency at the end of school. It's a milestone: you are this far along.
standards that you hope to measure should be an integral part of the test
technology is not an end in itself; it is a means to an end
lack of capacity of technology is a big issue, but the assistance of technology can be helpful: novel items, adaptive test designs, automated scoring
ESEA is undergoing reauthorization
change is difficult, and there are the constraints of contractual arrangements
identifying a viable state constortium
complaint that the assessment tail is wagging the instructional dog; complaint that you're involving teachers
(Interjection from Weiss that complaints from both sides "is what success looks like")
Money should be leveraged over time; alternative strategies supported; teachers involved at all levels; build in requirements; provide incentive to states; allow flexibility on timing
No comments:
Post a Comment