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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



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

  • 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 Learning (2)

  • 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 Needs Learning (2)of 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 Learning (2)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 Learning (2)

  • 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 Learning (2)

  • 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 Learning (2)

  • 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 Learning (2)

See Joint Statement, Empowering Schools and backup reports