One group developing tests aligned to new standards will make exams shorter and simpler — but less capable of providing detailed feedback on students’ performance, reports Ed Week.
The Smarter Balanced Assessment Consortium, one of two groups crafting tests for the Common Core State Standards, will include only one lengthy “performance task” in each subject—mathematics and English/language arts. The test will include multiple choice, short response and “technology-enhanced” questions. But it won’t be all that quick: SBAC estimate seven hours of testing in grades 3-5, 7½ hours in grades 6-8, and 8½ hours in grade 11.
A performance item might ask students to “tackle longer, more complex math problems and write essays based on reading multiple texts,” reports Ed Week.
In this version, students will evaluated on math concepts and procedures, communicating reasoning, and problem-solving/modeling/data analysis and on reading, writing, listening, and research.
“Is it about getting data for instruction? Or is it about measuring the results of instruction? In a nutshell, that’s what this is all about,” said Douglas J. McRae, a retired test designer who helped shape California’s assessment system. “You cannot adequately serve both purposes with one test.”
That’s because the more-complex, nuanced items and tasks that make assessment a more valuable educational experience for students, and yield information detailed and meaningful enough to help educators adjust instruction to students’ needs, also make tests longer and more expensive, Mr. McRae and other experts said.
Separate formative and interim tests can help teachers figure out what students need to learn, while the end-of-the-year test is used for accountability, say SBAC designers. Teachers will be able to use an online bank of test questions and tasks and a bank of “formative” tools to judge students’ learning.