Education Week - April 23, 2014 - S8

EDUCATION WEEK APRIL 23, 2014
n
Common Core > www.edweek.org/go/core-in-action
S8
Vision, Reality Collide in Common Tests
Political, technical, and financial factors constrain original assessment plans
I
n states across the country, field-testing of the
exams that will measure students' mastery
of the Common Core State Standards is well
underway. Much attention is focusing on
the questions that this "testing of the test"
will inevitably raise about bandwidth, access
for special populations, and standardsetting.

But behind those questions lurks a
more conceptual one: In terms of overall
execution, how do the exams crafted by the two
main state testing coalitions-the Smarter Balanced
Assessment Consortium and the Partnership
for the Assessment of Readiness for College and Careers,
or PARCC-stack up to what they promised in
their $360 million bids for federal funding?
BY STEPHEN SAWCHUK
There are two ways to consider the question.
One is a glass-half-full reading, which focuses on
the exams' technological advances and embrace of
performance-based assessment. On the f lip side, a
confluence of political, technical, and financial constraints
have led to
some scaling back
of the ambitious
plans the consortia
first laid out.
With regard
to technology,
in 2014-15, most
students will take
the exams on comput-
ers, rather than use bubble sheets, for instance. The
Smarter Balanced assessment will adapt in difficulty
to each student's skill level, potentially providing better
information about strengths and weaknesses.
In addition, students taking the PARCC test will write
essays drawing on multiple reading sources. And to a
level not seen since the 1990s, students taking both
exams will be engaged in "performance" items that ask
them to analyze and apply knowledge, explain their
mathematical reasoning, or conduct research.
Still, the exams, nearing their final stage, contain
some notable changes from the designs initially put forward
by the consortia nearly four years ago. Both have
scaled back the length or complexity of some test elements,
and their development of tools and supports for
teachers has lagged behind the construction of the yearend
tests that will be used to generate school ratings.
In sum, say testing experts, what the consortia have
accomplished thus far is more like a first draft of their
original goals.
"Both consortia will have tests in 2014-2015 that will
be better than almost all existing state tests, if not all.
Neither will be as good as promised in their response
to the department's [request for proposals]," said Scott
Marion, an associate director at the Dover, N.H.-based
National Center for the Improvement of Educational
Assessment, which advises both consortia. "But if they
can survive until 2018, '19, '20, they actually might have
something pretty good that comes close to living up to
their promises."
GREAT EXPECTATIONS
The U.S. Department of Education's Race to the Top
program envisioned an entirely different approach to
testing, one that would provide more helpful and timely
information to teachers and students.
Both PARCC and Smarter Balanced proposed testing
systems that coupled extended, performance-based
A 7th grader at Marshall Simonds Middle School in Burlington, Mass., looks at a practice
common-core test in mid-March to get familiar with the format before field-testing was to begin.
tasks with traditional items. And they promised to provide
tools and resources that would help teachers translate
year-end testing targets into instructional units.
Interviews with consortia officials and advisers paint
a picture of somewhat different working cultures in the
two organizations.PARCC, a more centralized body, took
a conservative approach deeply grounded in measuring
the common standards faithfully. Smarter Balanced,
by contrast, was more loosely structured and open to
experimentation, driven by its belief in the power of
adaptive testing.
Both groups will continue to use some multiple-choice
or machine-scored questions, but many of those items
have been enhanced-allowing students to select multiple
answers, for instance, or to drag and drop text from
reading passages to cite evidence.
From the beginning, though, the development of the
performance-based tasks has been a heavy lift. States
initially came to the consortia with very different understandings
about what such testing might entail.
"States that tended to have multiple choice thought
all it meant was an open-ended question," said Shelbi
Cole, the director of mathematics for Smarter Balanced.
"Others, mainly those on the East Coast, thought, 'No,
it's two-weeks long.' They were on really different sides
of the continuum."
And the novelty of some of those formats often meant
training and retraining item-writers.
"They needed time to innovate and learn to break
free from old writing templates and rules," said Bonnie
Hain, the former English/language arts senior adviser
for PARCC.
One notable technological issue affected design and
price point. Both consortia had expressed interest in
using "artificial intelligence" scoring to ease the burden
of hand-scoring answers. But as it became clear
that AI scoring would not be ready to measure the
evidence-based reading and writing skills demanded
by the common core, both consortia decided to rely on
trained educators to score students' responses to the
performance-based tasks. (Each group plans to carry
out additional studies of AI scoring, in the hope that it
might become feasible in the future.)
A TOUGH SELL
In essence, testing experts say, the consortia faced
one of the quandaries of performance-based assessment:
It makes for longer, more expensive exams-a
tough sell at a time when resistance to standardized
testing and its effect on curriculum is growing from
some quarters.
"The point the consortia are emphasizing is that it's
very good testing in a sense, and will tell you things
we haven't been able to tell you before," said Derek
Briggs, a professor of research and evaluation methodology
at the education school at the University of
Colorado at Boulder who serves on the technical-advisory
panels for both consortia. "But it's still a hard
sell to a lot of parents and children and people who
are already skeptical about testing."
Such constraints affected both consortia's initial
proposals. PARCC early on discarded a plan to scatter
three smaller tests, administered at equal intervals
over the course of the year, in favor of one window for
multiple performance tasks followed by a year-end,
machine-scored component.
"There was a lot of sensitivity about not trying to
influence implementation of the standards in terms
of the curriculum and the sequence of instruction,"
said Jeffrey Nellhaus, the director of policy, research,
PAGE S10 >
Gretchen Ertl for Education Week
http://www.edweek.org/go/core-in-action

Education Week - April 23, 2014

Table of Contents for the Digital Edition of Education Week - April 23, 2014

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Education Week - April 23, 2014 - 1
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Education Week - April 23, 2014 - Contents
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Education Week - April 23, 2014 - Scover1
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Education Week - April 23, 2014 - Scover3
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