I have watched approaches like standards-based grading, microcredentialing, and competencies ebb and flow over the past couple of decades, but the slow but steady movement has always been in one direction; that is, from abstract to concrete. Today, as we stand on the cusp of a new era of assessment it seems to me that the journey is nearly complete. Latent traits, once the staple and foundation of educational measurement have been set aside in favor of clearly defined observable skills. On the surface, it may seem like I am making a distinction in search of a difference. However, that distinction may be the crux of the difference between assessment of learning and assessment for or in service of learning. And the implications for measurement, testing, and how we report results are quite real.
Tag Archives: Teaching
A New Look at the “Moon and Stars Above”
Happy Moon Day! At one time I dreamed of being an astronomer, but ended up an assessment specialist. Three Moon Days ago in a post titled “Moon and Stars Above” I asked the question, “How far afield is a career in state testing from staring off into the night sky and asking why?” I reflected on the challenges facing our field as we attempt to shift from large-scale testing (i.e., assessment focused on “the moon and stars above”) to assessment focused on instruction and individual students. The challenges I noted three years ago remain the same. With the emergence of AI, however, I think that it’s worthwhile reconsidering them on this Moon Day and asking why not.
Ten Numbers That Shook My World
We all have them. The images that we can never unsee. The quote, song lyric, or perhaps poem that we never forget. That friend, colleague, or chance interaction that had a profound impact on us. Having spent my life immersed in data, I guess that it makes sense that I also have a list of ten numbers or statistics that shook my professional world. I discuss those numbers in today’s “very special” blog post. That is, it’s way too long, but like Netflix, I give you the option to binge this as a naughty summer reading treat or to break up the 10 self-contained “episodes” on your own.
Culture > Curriculum > Courses
As I leaf through excited posts and articles about how AI is going to help assess durable skills and bring to life the freshly painted portraits of high school graduates, I start to get an uneasy feeling in the pit of my stomach and a tightness in my chest. My fear is that once again we’re going to do this backwards, that is by beginning with assessment. It’s critical, particularly with these the types of skills that are being discussed today that we remember to consider curriculum before assessment and more importantly, culture before curriculum.
Assessing Assessment in April 2026
We’ve made it to April!
In the spirit of this season of rebirth and renewal, in this week’s TL: DR blog post I ponder and prophesy on the current state and future of our field.
#NAEP250 – It’s Trending
“All good things must come to an end.” In the third post of my NAEP by the Numbers series, I ponder historically, philosophically, and a little bit technically, on whether that time has come for something that many believe are very good things – the NAEP trend lines.
Frankenstein’s Graduate
In releasing the interim report outlining its new graduation Framework, Massachusetts boasts, “no other state will have implemented such a comprehensive approach to setting such high standards in education…”
My response, as the kids say, Sick brag, bro.
I’m not exactly sure where having “such high standards” compared to other states fits in the validity argument. I would be much more impressed by claims and evidence of having carefully identified the right graduation standards for the future and having a solid implementation plan for achieving those standards.
Regression To The Mean
Growth seemed to be a hot topic this month, so I set out to write a blog post about student growth and how it should be (and shouldn’t be) used in school accountability systems. Then I read the Senate HELP committee’s RFI. When my blood pressure returned close to normal, my topic had changed. I had expected and can even accept the “school choice” vibes that ran through the RFI. What I cannot stomach, however, is the return to misplaced blame and outright meanness that helped derail the last 25 years of Education Reform.
What Might Have Been
We are now a quarter of the way through the 21st century and about the same length of time into the current era of test-based school accountability. Like most Education Reform initiatives, with NCLB we jumped right in with testing and accountability – proudly flying the plane while we were building it. Except that we never actually get around to rebuilding it. Sure, we update the snacks, swap out seats, and add wi-fi, but the basic public education plane remains the same. What if we tried a different approach. What might have been?
Book ‘Em, Danno!
One way I that check the “pulse of the nation” on education is though the topics that family members raise with me around the table at holiday gatherings. Last year it was Massachusetts ending the MCAS graduation requirement, before MCAS it was chronic absenteeism and NAEP scores, and before that colleges dropping the SAT and ACT. This year, the topic was books and kids not reading very many of them. So, let’s turn the page on the 2026 blog year by considering books.
Embrace the Absurd 