standards assessments building coherence with arra funds n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Standards & Assessments: Building Coherence with ARRA Funds PowerPoint Presentation
Download Presentation
Standards & Assessments: Building Coherence with ARRA Funds

Loading in 2 Seconds...

play fullscreen
1 / 11

Standards & Assessments: Building Coherence with ARRA Funds - PowerPoint PPT Presentation


  • 117 Views
  • Uploaded on

Standards & Assessments: Building Coherence with ARRA Funds. Carlos Martínez Group Leader – Standards and Assessments U.S. Department of Education. New Ideas. Common Standards International Benchmarking Aligned assessments of individual growth

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Standards & Assessments: Building Coherence with ARRA Funds' - erek


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
standards assessments building coherence with arra funds

Standards & Assessments: Building Coherence with ARRA Funds

Carlos Martínez

Group Leader – Standards and Assessments

U.S. Department of Education

new ideas
New Ideas
  • Common Standards
  • International Benchmarking
  • Aligned assessments of individual growth
  • Explicit attention to range of assessment types / formats, content sampling, item release plans, etc.
  • 21st century technology
    • computer-based testing, longitudinal growth models, Evidence-Centered Design, …

Ed Haertal, Denver, 12/1/2009

theory of action
THEORY OF ACTION

A Theory of Actionis a chain of logical propositions that “connects the dots,” explaining step by step, in commonsense terms, how the assessment system, accountability system, and related reforms will lead to improved learning outcomes

Ed Haertal, Denver, 12/1/2009

rethinking old ideas to make new ideas work
Rethinking Old Ideas To Make New Ideas Work

?

Curriculum & Instruction

Assessments

Content Standards

Aligning tests and curricula to common standards is not sufficient to create a coherent system

Ed Haertal, Denver, 12/1/2009

rethinking old ideas to make new ideas work1
Rethinking Old Ideas To Make New Ideas Work

Curriculum & Instruction

Assessments

?

Content Standards

Aligning tests and curricula to common standards is not sufficient to create a coherent system

Ed Haertal, Denver, 12/1/2009

slide6

NEXT GENERATION

  • ASSESSMENT SYSTEMS
  • Stanley Rabinowitz, Ph.D.
  • WestEd
  • AACC
  • srabino@wested.org
  • Education Reform: Building Coherence with ARRA Funds
  • December 18, 2009
  • Phoenix AZ
why now
Why now?
  • National Common Core Standards
  • Potential for Common Assessments
  • ESEA reauthorization
  • Growth and status
  • Lessons learned
  • Power of technology
  • Need
  • Federal Initiatives: $ (ARRA, RTTT)
balance
Balance
  • What are we balancing?
    • Cost
    • Constraints
    • Risk
system
System
  • Indicators need to justify their inclusion
  • Incremental validity
  • Different components
    • Formative and summative
    • On demand and classroom embedded
    • Multiple choice, constructed response, performance tasks
  • Differentiated roles for different levels
differentiated roles
Differentiated Roles
  • Differentiated roles for federal, state, district, school, teacher, student—affected by purpose, technical requirements, stakes, capacity, ability to affect change
  • Federal: minimal (reading, math, proficiency—what is enough for all?)
  • State: broad accountability based on history, conditions, initiatives, resources, values
  • Local: focus on curriculum and instructional support
barriers
Barriers
  • Real vs perceived:
    • Is it real or is it imagined?
    • Is it real or is it traditional?
    • Is it real or is it difficult?
    • Is it real or is it technical?
    • Is it real or is it expensive?