Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.The standards focused on broad themes and conceptual understanding, and it was not easy for test developers to design tasks that ... The assessment burden was greata9 hours over 5 days for 3rd graders, for example. ... Criticisms of the content and concern about the lack of individual student scores were the most prominent complaints, and the passage of the No Child Left Behind (NCLB) Act in 2002anbsp;...
|Title||:||Best Practices for State Assessment Systems Part I:|
|Author||:||Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council|
|Publisher||:||National Academies Press - 2010-07-28|