But, how might standardized assessments for K-12 be designed to aid learning? What if, instead of keeping with the same high-stakes testing regime that has always been done, we took a different approach (as NH and CA have done) in the design and administration of something that unlocks deeper learning opportunities for students?
Personal blog, written from my various perspectives: parent; elected Lexington Town Meeting Member (2006-2021); issues advocate and activist; board member Media Literacy Now (2013-2020), Progressive Democrats of Mass, and Parent Representative on the Massachusetts Board of Elementary and Secondary Education. Older posts go back to Lexington School Committee (2009-2014) and Massachusetts PTA President days (2008-2012). Blog content mine, unless otherwise attributed. All comments moderated.
Tuesday, November 17, 2015
All Eyes on Door #3
We have the commissioner's recommendation on student assessment. We have results from last spring's PARCC test administrations. Now, the Board must balance all of the testimony it has heard and read - and call the question.
But, how might standardized assessments for K-12 be designed to aid learning? What if, instead of keeping with the same high-stakes testing regime that has always been done, we took a different approach (as NH and CA have done) in the design and administration of something that unlocks deeper learning opportunities for students?
But, how might standardized assessments for K-12 be designed to aid learning? What if, instead of keeping with the same high-stakes testing regime that has always been done, we took a different approach (as NH and CA have done) in the design and administration of something that unlocks deeper learning opportunities for students?