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Forum on Educational Accountability. Assessment and ESEA Reauthorization. FEA Framework: The Federal Role. Opportunity to Learn (OTL) Assessment Evaluation and Accountability Improvement Note: FEA has taken no stance on common core standards. Purposes of Education.

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forum on educational accountability

Forum on Educational Accountability

Assessment and

ESEA

Reauthorization

fea framework the federal role
FEA Framework: The Federal Role
  • Opportunity to Learn (OTL)
  • Assessment
  • Evaluation and Accountability
  • Improvement

Note: FEA has taken no stance on common core standards.

purposes of education
Purposes of Education
  • Educate the whole child
  • Successful citizenship in a multicultural world
  • Basic and higher-order content knowledge and thinking skills plus creativity

Which requires:

  • High-quality, equitably supported schools
  • Individualized attention for each child
  • Many ways to thrive: standards without standardization
assessment purposes
Assessment Purposes
  • Improve instruction and learning - assessment as, for and of learning
  • Inform school improvement and part of school improvement
  • Part of evaluation
  • Reporting and accountability
major testing problems under nclb
Major Testing Problems Under NCLB
  • High stakes accountability sanctions based on one-shot, on-demand, large-scale tests that focus on rote, lower-level learning
  • Teaching to the test (current ‘interim’ tests)
  • Narrowing the curriculum
  • Pushing students out to raise scores
  • Gaming the results – inflated scores
  • Increased testing to prepare for the big test
  • De-professionalization of teachers
fea assessment plan
FEA Assessment Plan

Federal Help to States and Districts to Construct

Assessment Systems

That Include

These Components:

performance assessments
Performance Assessments

Evaluate complex thinking and the ability to apply knowledge

Allow students multiple ways to demonstrate their knowledge

Connect to real-world problems, issues, ways of thinking and doing

Guide students toward deeper understanding

performance assessments 2
Performance Assessments (2)
  • From short tasks to extended projects
  • Teachers help design them
  • Some are reviewed, approved, and ‘banked’ to be used when teachers deem appropriate
  • Electronic platforms as appropriate
performance assessments 3
Performance Assessments (3)
  • Performance assessments can be instructionally valuable & incorporate assessment for learning opportunities (interwoven instruction and assessment)
  • Some could be used as on-demand, large-scale assessment tasks
  • Can be used as part of summative evaluations or accountability
local assessments and classroom based evidence of student learning
Local Assessments and Classroom-Based Evidence of Student Learning
  • For teaching, learning, and reporting on students: formative, interim, summative
  • Best evidence of student learning is from ongoing student work (samples, portfolios; see http://www.fairtest.org/learning-record)
  • In and across subject areas
  • Use in evaluation and accountability of educators, schools, districts - pilot projects
  • Rescoring/moderation procedures to address comparability: uncommon tasks proving evidence on common goals
local assessments and classroom based evidence of student learning 2
Local Assessments and Classroom-Based Evidence of Student Learning (2)
  • Report annually using local and large-scale evidence
  • Nebraska developed a local assessment system for accountability
  • Other nations use school or classroom-based evidence in evaluations
  • New York Performance Standards Consortium – summative and interim performance assessments
limited large scale testing
Limited Large-Scale Testing
  • Accountability assessing in only selected grades (e.g., 4-8-10; every other year)
  • Large-scale test data as one component of assessment information used for accountability and system improvement
  • Sampling
  • Improve NAEP
assessments that meet the needs of all learners
Assessments that Meet the Needsof all Learners
  • English Language Learners
  • Students with Disabilities
  • ‘Cultural’ diversity (race, ethnicity, geography…)
  • Universal Design
  • Address specific needs of diverse groups
  • Multiple sources of evidence
  • Report by groups - disaggregate
measure growth using multiple sources of evidence
Measure Growth Using Multiple Sources of Evidence
  • Current ‘value added’ not ready for high stakes uses – BOTA
  • FEA supports use of status, improvement (groups) and growth (individuals)
  • Use multiple sources of evidence of student learning for all of these
  • It is technically feasible
professional development
Professional Development
  • Collaborative, school-based (e.g., NSDC)
  • Strengthen teacher capacity to assess well
  • Assessment for and of learning
  • Constructing performance assessments
  • Using performance assessments
  • Scoring assessments collaboratively
  • Using assessment information for school improvement
trust but verify
Trust but Verify
  • Teachers as skilled professionals: pre-service training, professional learning
  • Evaluate teachers on a full range of professional requirements, using multiple, varied sources of evidence
  • Use moderation, triangulation and similar processes to evaluate schools and districts
  • Use assessment data in school-based, educator-led improvement efforts
in conclusion federal role
In Conclusion: Federal Role
  • Support performance assessments
  • Support local assessments (formative; classroom-based)
  • Require limited large-scale testing
  • Promote assessing that meets needs of all learners
  • Require growth models to use multiple sources of evidence
  • Fund, promote and guide professional development
  • Help states develop systems based on “Trust but verify”
forum on educational accountability1

Forum on Educational Accountability

www.edaccountability.org

See Joint Statement, Empowering Schools and backup reports

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