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Articles: Assessment

Students attending the 38 schools in the New York Performance Standards Consortium complete practical assessments instead of high-stakes tests. (Photo: Roy Reid)

An alliance of New York schools continues to drop high-stakes tests in favor of performance-based assessments as the opt-out movement gathers steam.

The No Child Left Behind Era officially ended in December as President Obama signed the Every Student Succeeds Act (ESSA). The new law has been hailed by education leaders as an important re-correction.

Superintendent Klint W. Willert, of Brookings School District in South Dakota, says schools will move away from high-stakes tests in 2016.

Klint W. Willert

Superintendent, Brookings School District, South Dakota

Topic: Testing & assessment

Trend: Student achievement is measured by more than a single assessment score. The trend of moving toward multiple measures, not just a test score, to determine the quality of a teacher, a school, and district will continue to resound with the voting public. People are joining a new TEA Party - Tested Enough Already.

Source: National Council on Teacher Quality (Click to enlarge)

The vast majority of states require student growth and achievement to be factored into teacher and principal evaluations.

But most states and districts are now grappling with the practical realities of implementing those policies, according to the October report “State of the States 2015: Evaluating Teaching, Leading and Learning” from the National Council on Teacher Quality.

The new year may send familiar education challenges in new directions as administrators grapple with an uncertain testing landscape, staff shortages, the increased push for equity and constantly increasing charter competition.

Experts expect education budgets in most states to remain flat in 2016. The pending reauthorization of the Elementary and Secondary Education Act should uphold the current Title I formula (aiding two-thirds of U.S. states) but reduce competitive grants.

Districts nationwide have more than 10 different titles for “literacy specialist."

Districts must navigate a larger number of titles and skill sets when hiring qualified literacy specialists to implement new learning standards and to improve students’ reading and writing performance.

Traditionally, a reading specialist worked in small groups or one-on-one with struggling students.

Nearly 40 percent of respondents to a DA survey expect of opt-out movement against testing to grow in 2016.

With students in grades 3 through 11 spending more than 20 hours per school year on testing, resistance and frustration over standardized assessments and learning standards may have reached critical mass.

Robert L. Urzillo is superintendent of the Blue Mountain School District in Pennsylvania.

The reform movement has been, and perhaps always will be, on-going.

We have witnessed the enactment of No Child Left Behind, which had the admirable goal of having all children read on grade level by 2014. That was followed by Race to the Top, another program that required standardized testing.

Education leaders and experts look ahead to 2016 and beyond in DA's special outlook edition.

District Administration presents its Year Ahead edition to help K12 educators navigate the new year. This special edition offers in-depth stories focused on the future of leadership, smart classrooms, assessments and standards, and technology. You’ll also results from reader surveys on curriculum, outsourcing, technology trends and facilities.

With so much emphasis being placed on testing and accountability, many educators may be missing the single greatest opportunity to drive student outcomes—teacher-created formative assessment with timely, targeted interventions. But can truly personalized learning become a reality when faced with limited classroom time? In this web seminar originally broadcast on October 21, 2015, an administrator from Minnesota’s Edina Public Schools outlined how the district is leveraging powerful assessment solutions to help educators focus their time on what matters most—fueling student growth.

The front page of a Seattle newspaper proclaimed Renton High School had the worst graduation rate in western Washington in 2003. With just over 50 percent of students graduating, drastic measures needed to be taken. 

L. Rob Furman is principal at South Park Elementary Center in Pennsylvania.

With a windstorm of constant changes in education, are we forgetting some of the basics? I’m not talking about readin’, writin’ and ’rithmetic.

Have we, through the fog of technology and the pressures of highstakes testing, simply forgotten some of the basic concepts that veteran educators once took for granted?

Some parents argue high school final exams prepare students for college, but several universities including Harvard are phasing out such tests.

Maryland’s largest district dropped final exams for many high school students this fall, with more of the state’s schools following suit to cut back on time students spend preparing for and taking tests.

Ramy Mahmoud teaches in the Plano ISD and is a part-time senior lecturer at The University of Texas at Dallas.

In my 10 years of teaching the ninth grade, I have struggled with a certain category of students—the low performers. These are the students who walk into class on the first day of school expecting to fail. They know nothing about me, but I represent every adult who has ever failed them in the past.

Preparing students for an increasingly global workforce means teaching them not only how to speak a second language, but how to think critically in that language and have a deep understanding of the culture and geography that are embedded in it.

Increases in rigor and depth are a focus of this year’s American Council on the Teaching of Foreign Languages (ACTFL) conference, which will be held Nov. 20 to 22 in San Diego.

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