Scott Marion

starts by quoting an article from today's Times on the only thing holding us back "is a little thing called physics"
"Conceptually coherent comprehensive assessment system"
he wants the DoE to articulate a "clare and explicit theory of action"
how do we get from A to B

Congress will utimately reauthorize ESEA...but DoE must have a sense of the likely accountability uses before letting the funds

measuring a limited number of big ideas at deeper levels of understanding
measuring student learning, not cross-state comparisions

theorically sound design modles: student model, evidence model, task model...
design systems up front; reports need to be part of the system, not an add on

suggesting "curricular units" that focus on the "big idea" of the domain, used within the existing curriculum, basis for performance tasks, access for all students

why the obsession with instant results? He dismisses this as unnecessary as there have been other assessments throughout the year.

argues that we have much more of an instruction than an assessment problem when it comes to students with disabilities

new psychometric practices: traded validity for "pretty scales"

assessment should go along with core courses up to 10th grade
after 10th grade, more choices and more diversity

Points out that this is an ongoing cost, not a one time purchase
embrace differences
figure out what is absolutely essential
reconsider having every child tested on every item (sampling)
allow for multiple answers
be exceptionally clear on the goals
consider a phase-in over the next five years (not a one time jump)
recognize that there are lots of operational rules and regs to keep in mind