Celebrating the anniversary of Apollo 11, I wondered why JFK’s “we choose to go to the moon” speech is still widely quoted after 60 years while the 2010 “Beyond The Bubble Tests” call to arms was already described as Arne Duncan’s “now-forgotten speech” as early as 2017 and attempts to access it today yield the dreaded “Page Not Found – 404” message. What are we missing?
Author Archives: Charlie DePascale
Seeking Agreement on State Testing
When results from state assessments, NAEP, and the like are released we’re ready to jump right in with instant analysis to explain or explain away student performance. In our rush to judgments, rarely do we pause to ask ourselves, and more importantly, ask key stakeholders whether they agree with the results.
The Trusty Thermometer
I’m feeling a bit nostalgic for the good old days when standardized tests were described as “thermometers” – a relatively simple tool that did one thing and did it well. Thermometers, like standardized tests, are still ubiquitous. Why have we abandoned that easily understood metaphor?
Everything Looks Worse in Black and White
There’s a lot to reflect on as we reach the midpoint of 2025, but one story that’s stuck in my craw is the performance of Black and White students on the 2024 NAEP tests. Not the achievement gap per se, we are all too well aware of that, but rather the lack of overlap between the two groups. I’m not sure what to make of that.
Educational Testing: To Protect and To Serve
I’ve concluded that you can learn a lot about a field from its conference themes. How it views itself, how it thinks others perceive it, and how it wants others to see it. As my colleagues refresh their Rocky Mountain High at the second of three national gatherings in Denver this conference season, I began to ponder an appropriate theme for educational testing.
On Our Best Behaviorism
Whenever I see the word “behaviorist” written in a post, article, or even a chapter I co-authored, I can feel the derision and condescension being expressed. But much like the ongoing debate about validity I wonder whether we are missing the forest for the trees when we focus too much on the role of behaviorism v. cognitive science in instruction and student learning.
Innovative or In Over Our Heads
Why is innovating in educational assessment so difficult? Is there an invisible string, a common thread, connecting the chain of so-called innovations that have either never produced fruit, died on the vine, or failed to even sprout?
Approaching The Limit of Equating State Tests
Since my last post, several people have asked what I meant by my claim that virtually every decision related to the operation of state testing programs since 1990 has made equating more difficult. In this post, I make my case and discuss whether in the calculus of equating state tests we are approaching our limit.
Fundamentals and Flaws of Standards-Based Testing
I am excited to use this week’s blog post to introduce my new book, Fundamentals and Flaws of Standards-Based Testing: Lessons Learned Across Three Decades in Educational Assessment, published by and available from Routledge.
A Commitment To Communicate
Andrew Ho, in his NCME presidential address, defended his use of metrics such as weeks, months, and “years of learning” citing what he dubbed as “the accuracy-engagement tradeoff” while asking “Can good communication enable better accuracy and engagement?” My response, as Andrew suggested is the answer to all such questions, is “It depends.”
Embrace the Absurd 