Advances in education research, statistics, technology, design and policy have prepared the American education system for a much closer alignment of standards, assessment and curriculum. To achieve that goal, we propose a criterion‐referenced examination system that is closely tied to instruction.
It assesses the kind of high-cognitive-demand performances intended by the new Common Core and rigorous state standards, while also meeting crucial criteria of technical quality of assessment. It includes a formative assessment system that is designed from the ground up around how teachers will make use of assessment in the classroom. An online platform makes it possible to deploy and manage these elements in a cost-effective way while minimizing additional burdens for teachers, students, and administrators. In addition to enabling assessment administration, scoring, and reporting, the platform surrounds the “What” (raw data) of assessment outcomes with useful representations of “So what?” (helping educators to gain insight from the data) and “Now what?” (targeted instructional resources).
This is the companion paper to a presentation given by Lauren Resnick and Larry Berger at the National Conference on Next Generation Assessment Systems
March 8 - 9, 2010 in Washington, D.C.
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