Best Practices for State Assessment Systems, Part I Summary of a Workshop (2010) / Chapter Skim
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3 Innovative Assessment - Lessons from the Past and Present
3 Innovative Assessment - Lessons from the Past and Present
Pages 31-40
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From page 31... ...
What can be learned from them? Brian Stecher and Laura Hamilton provided an overview of those programs, and a panel of veterans of some of these programs offered their conclusions about them.
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From page 32... ...
. After efforts to standardize scoring rubrics and criteria for selecting student work, reliability improved, but evaluators concluded that the scores were not accurate enough to support judgments about school quality.
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From page 33... ...
Many performance assessments asked students to work both in groups and individually to solve problems and to use manipulatives in hands-on tasks. KIRIS included locally scored portfolios in writing and mathematics.
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From page 34... ...
WASL produced individual scores and was used to evaluate schools and districts; it was also expected to have a positive influence on instruction. Evaluations of WASL found that it met accepted standards for technical quality.
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From page 35... ...
And then, as public opinion turned increasingly negative about the program, the policy makers who had initially sponsored it and worked to build consensus in its favor left office, because of the state's term limit law, so there were few powerful supporters to defend the program when it was challenged. This program was also replaced with a more traditional one.
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From page 36... ...
Had developers and policy makers moved more slowly and spent longer on pilot testing and refining, it might have been pos sible to iron out many of problems with scoring, reporting, reliability, and so forth. Similarly, many of the states pushed forward with bold changes without necessarily having a firm scientific foundation for what they wanted to do.
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From page 37... ...
Hamilton noted that this examination may be the closest of any to offering an assessment that approximates the real-life context for the behavior the assessment is designed to predict -- a key goal for performance assessment. Nevertheless, the program has encountered technical challenges, such as lim ited variability among tasks (the standardized patients constitute the tasks)
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From page 38... ...
This portfolio supplements other information, collected through computerbased assessments, and allows evaluators to assess a variety of teaching skills, including so-called soft skills, practices, and attitudes, such as the capacity to reflect on a lesson and learn from experience. The assessment is time consum ing, requiring up to 400 hours of candidates' time over 12-18 months.
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From page 39... ...
. Automated essay scoring is also beginning to gain acceptance, despite skepticism from the public.
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From page 40... ...
rely on annual testing of consecutive grades -- a need that may mean significant constraints on the sorts of innovative assessments that can be used. Using a combination of traditional and innovative assessments may provide a suitable tradeoff, Hamilton said.
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