Our second installment of the testing-consortia series is a conversation with Smarter Balanced. Formed and federally funded in 2010, the consortium boasts an expert staff and set of advisory committees. Its members include the nation’s largest state, one of the first Race to the Top winners, and a number of states attempting to advance nation-leading reforms.
After my ominous prediction about the consortia’s fates, Smarter Balanced quickly responded in private. Their counter was both courteous and forceful. I was impressed by the initial case they made, and I’m very glad that they swiftly agreed to participate in this public Q&A.
Could you please briefly describe the process (including the challenges) of creating “next-generation” assessments aligned with new standards via a multi-state consortium?
The process Smarter Balanced is using is very similar to the processes that states have been using for over a decade to create assessments for NCLB accountability. Using a widely regarded conceptual approach called Evidence-Centered Design, and working in partnership with an array of private sector companies, work groups comprising assessment leadership from Smarter Balanced states have developed the various components necessary for a next-generation assessment system. Among the major elements are:
- IT architecture and open-source software to deliver, score and report on assessments
- Content and item specifications and a test blueprint to govern the content and format of the assessment
- Accommodations and accessibility features and policies
- Achievement-level descriptors, college content-readiness policy and plans for standard-setting
- Reporting system
Today marks the inaugural installment of By the Company It Keeps, an interview series with some of education reform’s most important contributors.
We’re launching with a three-day conversation with the primary players in the nation’s progression toward new, common assessments. Tomorrow, we’ll hear from Smarter Balanced, and Wednesday’s anchor leg will be run by the United States Department of Education.
But today, we have PARCC, the Partnership for Assessment of Readiness for College and Career, one of two consortia of states funded by the federal government to develop “next-generation” assessments aligned with the Common Core State Standards.
Its governing board is comprised of some of the nation’s most prominent state chiefs, and it is supported by Achieve, a national nonprofit known for its “college- and career-ready agenda.” While working for the New Jersey Department of Education, a PARCC member, I got to know and admire its leadership and staff. Those relationships and my participation in various PARCC meetings and activities contributed greatly to my appreciation for the enormous complexity of assessment and the critical role of the testing consortia.
So with no further ado: PARCC.
Could you describe the process (including the many challenges) of creating “next-generation” assessments aligned with new standards via a multi-state consortium?
It is a rigorous process that requires 22 states to work together every day to drive towards consensus about a range of policies and assessment practices that support a positive and strong learning environment
It’s testing season in New York, which can mean only one thing: It’s open season on Pearson, the corporation everyone loves to hate. But this time, when they crossed a serious line, far too many state leaders and reformers are holding their fire.
To date, most of the anti-Pearson ire has been focused on a calculation error that led 5,000 New York City students to be incorrectly told that they didn’t qualify for the city’s Gifted and Talented program. Sloppy, no doubt, but not corrupt. (The error has since been corrected, and all qualified students are now eligible.)
In New York State, students whose schools purchased and used Pearson's instructional materials had an enormous advantage over those whose didn't
Photo by comedy_nose
But there is a far more serious transgression that has gotten very little attention, and it’s one that threatens the validity of the English Language Arts (ELA) scores for thousands of New York students and raises serious questions about the overlap between Pearson's curriculum and assessment divisions.
Last week, the New York Post and Daily News reported that the Pearson-developed New York State ELA sixth- and eighth-grade assessments included passages that were also in a Pearson-created, “Common Core–aligned” ELA curriculum. This
Nearly two years ago, Achieve and the National Research Council (NRC), together with two dozen states, a handful of heavy-hitter foundations, and several other organizations, teamed up to develop a set of K–12, “next generation” science standards for states to consider for adoption. Their hope was to strengthen science education by setting clearer and more rigorous expectations than those that guide instruction in this crucial subject in most states today.
The NRC initiated the process by developing a “framework” (National Research Council’s Framework for K–12 Education) setting forth the “key ideas and practices in the natural sciences and engineering that all students should be familiar with by the time they graduate from high school.” The Achieve team then embarked on a long process of building K–12 standards based on and faithful to that framework. They released two public drafts, received comments, made revisions, and then, the week before last, unveiled the final version of these “Next Generation Science Standards” (NGSS).
States are being encouraged to embrace and adopt these standards—and it’s no secret that most would benefit from far stronger standards for
About the Editor
Bernard Lee Schwartz Policy Fellow
Kathleen Porter-Magee is a Bernard Lee Schwartz Policy Fellow and the Senior Director of the High Quality Standards Program at the Thomas B. Fordham Institute, where she leads the Institute’s work on state, national, and international standards evaluation and analysis.
May 16, 2013
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