Not since Sen. Warren sent her sample off to 23andme, has a set of test results from Oklahoma caused as much of a ruckus as the “release” of this year’s Oklahoma state assessment results. Seriously, Oklahoma? OK.
Category Archives: Assessment
Learning Loss or Learning Correction?
As we begin a new school year, student achievement still falls short of pre-pandemic levels. How worried should we be about that lost learning? How much of the “shortfall” is the result of intentional decisions? How much reflects a change in direction? Test scores alone cannot answer those questions.
Reclaiming State Testing’s Formative Roots
“This above all: to thine own self be true.” We have been willing accomplices as others have defined state testing as summative assessment. Before we can move forward with state testing, we have to embrace it as a component of formative evaluation.
Taking Stock
Educational assessment is at a crossroads. Fundamentally, the same crossroads that we stood before in 2010. That time we took the more well-worn path and that has made all the difference. Now we have a second chance to take the road less travelled by and see where that takes us.
Tell Me Why
At a recent TAC meeting, the state reported pressure to make the test shorter – again. I questioned whether there was a right answer. Will the test ever be short enough? When people are asking for changes to test length, content, or uses, what do they really want?
When Will They Ever Learn?
I spent a morning this week taking standardized Reading, Writing, and Mathematics tests. First takeaway, standardized tests are not meant for 65-year-olds (as long as I can still draw the clock face). Why did I put myself through that exercise? It’s all for the blog.
Striving for Imperfection
“The day the child realizes that all adults are imperfect, he becomes an adolescent; the day he forgives them, he becomes an adult; the day he forgives himself, he becomes wise. Alden Nowlan”
We appear to be adolescents – still learning how to deal with imperfection.
Mind over Matter over Measurement
It’s gut check time for educational measurement and assessment. So much is going to be asked of us over the next 5-10 years and we need to respond. First, however, we must accept that where PK-12 education leads, we must follow.
The SAT: Sometimes It’s Better to be Lucky
The SAT finds itself in the news again due to
A. Unforced errors
B. Unfortunate events
C. Unintended consequences
D. All of the above
Looking Back at the Future of Assessment
Describe your vision for the future of assessment. Now try to do it without jargon or buzzwords; with enough detail that someone might be able to implement it, but not so much that it’s obsolete before it happens. A lesson from the past on picturing the future.
Embrace the Absurd 