Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems

Autor/in	Darling-Hammond, Linda
Institution	Council of Chief State School Officers (CCSSO); Learning Policy Institute
Titel	Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems
Quelle	(2017), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Performance Based Assessment; Accountability; Portfolios (Background Materials); Task Analysis; Validity; Reliability; Comparative Analysis; Evaluation Methods; Models; Scoring; Essays; Computer Assisted Testing; Scoring Rubrics; State Standards; Elementary Secondary Education; Student Evaluation; Curriculum Based Assessment; Career Readiness; College Readiness; Higher Education; Partnerships in Education; Standardized Tests; High School Students; Exit Examinations; National Competency Tests; Foreign Countries; Educational Legislation; Federal Legislation; Thinking Skills; New York; Connecticut; New Hampshire; Vermont; Australia; United Kingdom (England); Rhode Island; New York State Regents Examinations; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leistungsermittlung; Verantwortung; Aufgabenanalyse; Gültigkeit; Reliabilität; Analogiemodell; Bewertung; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Ausland; Bildungsrecht; Schulgesetz; Bundesrecht; Denkfähigkeit; Australien
Abstract	The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important to provide incentives for teaching the more complex skills students increasingly need to succeed in the rapidly evolving U.S. society and economy. The modern workplace requires students to demonstrate well-developed thinking skills, problem solving abilities, design strategies, and communication capabilities that cannot be assessed by most currently used tests. This paper discusses four models for integrating performance-based components into assessment systems, all of which have been used successfully at scale in states and nations around the world. It also discusses what is needed to assure validity, reliability, and comparability in the use of such assessments. These models--which can also be combined in various ways--include: (1) Performance items; (2) Curriculum-embedded tasks; (3) Portfolios or collections of evidence; and (4) Comprehensive assessment systems. In each case, the paper describes what states and some nations have done and are doing to develop and implement sound assessments in terms of design, implementation, and scoring. It also outlines what research has found in terms of productive practices in developing performance assessment practices that produce strong outcomes for teaching and learning. [For the related research brief, see ED606778.] (ERIC).
Anmerkungen	Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01