accountability for college and career readiness ......the new challenge of college- and...
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AccountabilityforCollegeandCareerReadiness:DevelopingANewParadigm
ContributorsStephenBowen,CouncilforChiefState
SchoolOfficersAnthonyBryk,CarnegieFounda6onfor
theAdvancementofTeachingRichardCarranza,SanFranciscoUnified
SchoolDistrictMichaelCohen,AchieveLindaDarling-Hammond,Stanford
CenterforOpportunityPolicyinEduca6on
MichaelKirst,CaliforniaStateBoardofEduca6on
PaulLeather,NewHampshireDepartmentofEduca6on
PhilipLovell,AllianceforExcellentEduca6on
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CarmelMarIn,CenterforAmericanProgress
JalMehta,HarvardUniversityCharmaineMercer,AllianceforExcellent
Educa6onRickMiller,CenterforOrganiza6onal
ReformofEduca6onScoKPalmer,Educa6onCounselLindaPiKenger,Na6onalCenterfor
Innova6oninEduca6on,U.ofKYArunRamanathan,Educa6onTrustWestLarryRosenstock,HighTechHighSchoolGeneWilhoit,Na6onalCenterfor
Innova6oninEduca6on,U.ofKY.
CreaIngIntelligentAccountability
Anaccountabilitysystemshould: 1)encouragehigh-qualityteachingandlearninginallschools,
2)providetoolsforconInuousimprovement,and 3)meansforidenIfyingandaddressingproblemsthatrequire
correcIon.TestscanofferinformaIonforanaccountabilitysystem,buttheydonotbythemselvescreateaccountability
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Accountability=
TesIng
KeyElementsofanNewAccountabilitySystem
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AccountabilityShould…1)Bedesignedtoproducecon$nuoussystemimprovement,notjusttestscores;2)Bereciprocal,witheachlevelofthesystemtakingresponsibilityforthecontribuIonsitmustmaketoserveeachchildwell;3)Focusonmeaningfullearningforcollege,careers,andciIzenship,usingmorevalidandauthen$cassessments,reportedindisaggregatedform4)Ensureadequateresourcesallocatedintelligentlytomeetstudentneedswell;5)Developandensureprofessionalcapacityandaccountability6)Usemul$plemeasuresevaluatedthroughsystemsofexpertreview,judgment,andinterven6on7)Focusonsystemcapacitybuilding,shi_ingfromatest-and-rankapproachtoanassess-support-and-improvemodel8)Reflectongoingstudent,parent,educatorandcommunityinputandprovidetransparentandaccessibleinformaIontothepublic.
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ChrisW
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TheNewChallengeofCollege-andCareer-Readiness:ExpectaIonsforLearningareChanging
ThenewcontextmeansnewexpectaIonsfordeeperlearning,includingabiliIesto:
• ThinkcriIcallyandcreaIvely• CommunicateinmulIpleforms• Collaborate• Conductresearch• Solveproblems• Analyseandconceptualise• Usenewtechnologies• EngageinlearningnewthingsatallImes• Reflectonandimproveone’sownperformance
Knowledge,Skills,andDisposiDonsforPostsecondarySuccess 7
College&career
readinesscompetencies
CommonCoreStateStandards
SBACorPARCCAssessment
ResearchExperimentaIonCommunicaIonCollaboraIon
Useoftechnology,
etc.
NewAccountabilityinthe51stState
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InteracDveElementsofanAssessmentSystemforMeaningfulLearning
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ProfessionalCapacityandAccountability
• Intensiveclinicalprepara6onandmentoring• Professionaldevelopmentconnectedtostandards,high-qualitycurriculumresources,anddevelopment/scoringofassessments
• Job-embeddedPLCs,collaboraIveplanning,andcoaching;subjectmaKernetworks
• Standards-basedevalua6onandfeedbackpromoInglearningandcollaboraIon
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ResourceAccountability
• WeightedStudentFormulafundsschoolsbystudentneeds
• CommuniIesengageindecisionsaboutallocaIngfunds
• Adashboardofmeasuresprovidestransparencyaboutuseofresourcesandoutcomes,disaggregatedbystudentgroups
• Outcomesareevaluatedandplansareadjustedregularly
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AMulDpleMeasuresDashboard 13
IndicatorsofLearningOpportuniDes 14
Basic
Services
• QualificaIonsofStaff
• Safe,adequatefaciliIes
• Accesstostandards-basedmaterials
• Accesstotechnologyresources
Engagemen
t
• Effortstosupportparentalinvolvement
• Effortstoseekcommunityinput
Curriculum
and
cou
rseaccess
• Accesstoafull,richcurriculum(arts,PE,STEM,etc.)
• AccesstoandparIcipaIonincollegeandcareerreadycoursesofstudy
SchoolQualityReview 15
SupportforImprovement
• Teamsofexperteducatorstrainedtoworkwithstrugglingschools
• Schoolpairsandnetworksforlearning• Trainedcurriculumcoaches• Wraparoundservices,includingextendedlearninga_erschoolandinsummer
• SchoolredesigniniIaIvesbasedonresearchandbestpracIces 16
Tofindthereport,goto:hKps://edpolicy.stanford.edu
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MulDplemeasuresaccountabilitysystems:IncenDvizingandsupporDngschoolsfordeeper
learningandconDnuousimprovement
SoungBaeSeniorResearchandPolicyAnalyst
Context
§ Theneedsofthe21stcenturyworkforceisrapidlychanging
§ Schoolsanddistrictsmustpreparestudentstoacquire21stcenturycontentandskills
§ Scholars,educators,reformadvocatesarecallingforamoremeaningfulnextphaseofschoolaccountabilitythatpromotesconInuousimprovementandsupport
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NewSystemofMulDpleMeasuresofAccountability
Shouldinclude:§ Broadersetofoutcomemeasures§ MeasuresofopportuniIestolearn§ Mixofstateandlocalindicators§ Datadashboards§ Schoolreviews
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BroaderSetofOutcomeMeasures
§ Developstudentcompetenciesbeyondbasicskills(e.g.,NewHampshirePerformanceAssessmentforCompetencyEducaIon)
§ Promotethedevelopmentofnon-cogniDveskills(e.g.,CaliforniaOfficetoReformEducaIon)
§ CulIvatecollegeandcareerreadinessinallstudents(e.g.,SouthCarolina’sEducaIonandEconomicDevelopmentAct)
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MeasuresofOpportuniDestoLearn
§ Accesstoresources§ Accesstohighlyqualifiedteachers§ Accesstorichcurriculum§ Schoolclimate
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MeasuresofOpportuniDestoLearn
§ Accesstoresources§ Accesstohighlyqualifiedteachers§ Accesstorichcurriculum§ Schoolclimate
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MeasuresofOpportuniDestoLearn
§ Accesstoresources§ Accesstohighlyqualifiedteachers§ Accesstorichcurriculum§ Schoolclimate
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MeasuresofOpportuniDestoLearn
§ Accesstoresources§ Accesstohighlyqualifiedteachers§ Accesstorichcurriculum§ Schoolclimate
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MeasuresofOpportuniDestoLearn
§ Accesstoresources§ Accesstohighlyqualifiedteachers§ Accesstorichcurriculum§ Schoolclimate
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MixofStateandLocallyDeterminedIndicators
§ IncenDvizesschoolsanddistrictstopayaKenIontocriIcaloutcomesbeyondstudentachievementscoresinmathandEnglish
§ Providesschoolsanddistrictswiththeflexibilitytoberesponsivetolocalneedsandcontexts
§ AllowsschoolsanddistrictstobeYermonitorstudentlearningandprogressthroughouttheyear
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DataDashboards
§ ProvideinsightsintocriIcalmeasuresofwhatisworkingandwhatisnot
§ Createtransparencyforeducatorsandthelocalcommunityonkeyaspectsofaccountability
§ FacilitatetheprioriDzaDonofneedsandtargeInglimitedresourcestosupportintervenIonandcorrecIveacIon
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SchoolReviews§ ProgramReview(e.g.,Kentucky)
§ SchoolQualityReview(e.g.,NYCDOE’sQualityReview)
§ DiagnosDcReview(e.g.,MassachuseKsReviewofLow-PerformingSchools)
§ AccreditaDonReview(e.g.,WestVirginia)
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SchoolReviews§ MakequalitaDvejudgmentsaboutthequalityofteachingandlearninginschools
§ Assessaschool’sperformanceandprogressagainstwell-definedstandardsandcriteria
§ DevelopacultureofinquiryandreflecDonandpromoteconInuousimprovement
§ Refineaschool’sacDonorimprovementplanandtriggerasystemoftargetedandintensivesupport
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ConsideraDonsforPracDce
§ ProvideongoingprofessionaldevelopmenttoallstakeholdersondataliteracyandconducIngschoolreviews
§ Engagestakeholdersandbuildconsensus§ CreateorganizaIonalstructurestofast-tracksupporttostrugglingschools
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FutureDirecDonsforTeacherPolicythatSupportsProfessionalGrowthandConDnuousImprovement:A
ReviewofEmergingResearch
ElizabethLeisyStosich,Ed.D.�TravisJ.Bristol,Ph.D.
Research&PolicyFellow@lizleisystosich@tjacksonbristol
Problem• Thirty-threeyearsa_erANa6onatRisk,teachers’iniIal
preparaIonsIllvariesgreatlyfromprogramtoprogramandthisvariaIonhasdirectconsequencesforstudents’learning(Boydetal.,2009;NaIonalCouncilforAccreditaIonofTeacherEducaIon,2010;NCEE,1983)
• GeneralqualificaIonsprovideliKleinformaIonaboutteachers’abilitytosupportstudentlearning(Chingos&Peterson,2011;Goldhaber,2007;Rivkinetal.,2005)
• Although“value-added”techniqueshavebeenusedtomeasureteachers’contribuIontostudentlearning(Rivkin,Hanushek,&Kain,2005;Rockoff,2004),suchstrategiesarenotalwayseffecIve(Darling-Hammond,2015;Raudenbush,2015) 33
NewDirecDon• GrowingaKenIontothecondiIonsandprocessesthat
supportconInuousimprovementandgrowthintheprofession(Darling-Hammond,Wilhoit,&PiKenger,2014;Johnson,2012).
• TeachersmakegreatergainsineffecIvenesswhentheyworkinschoolswithopportuniIesforcollaboraIonwithcolleagues,strongprincipalleadership,andmeaningfulfeedbackaspartoftheevaluaIonprocess(Jackson&Bruegmann,2009;Kra_&Papay,2014).
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ANewApproachtoAccountabilityforLearning
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(Darling-Hammond,Wilhoit,&PiKenger,2014)
ResearchQuesDons
• 1)Howdoindividualeducatorsgrowoverthecourseoftheircareer?
• 2)HowdoschoolworkingcondiIonsinfluenceeducators’growthanddevelopment?
• 3)HowcanweidenIfyeffecIveeducators?
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RQ#1:Howdoindividualeducatorsgrowoverthecourseoftheircareer?
Research• TeachersaremosteffecIveintheiriniIalyears,thenplateau
(Boyd,Lankford,Loeb,Rockoff,&Wyckoff,2008;Rockoff,2004)
• ElementaryandmiddleschoolteachersimproveduringfirstfewyearsintheclassroomandconInuetobe“effecIve”longa_ertheirfirstfiveyearsonthejob(Ladd&Sorensen,2015;Papay&Kra_,2015)
Policy• In2002,WashingtonprovidedmonetaryincenIvesforteachers
whopursuedandaKainedNaIonalBoardCerIficaIon• 2002(99NBCTs)• 2014(946NBCTs;324taughtina“challengeschool”)• NBCTsmoreeffecIvewhencomparedtonon-NBCTs(Cowan&
Goldhaber,2015)• 37
RQ#2:HowdoschoolworkingcondiDonsinfluenceeducators’growthanddevelopment?
Research• Sustainedandfocused• Includesbothteachersandschoolleaders• AddressesparIcipants’knowledgeandskillsgapsrelatedto
teachingandlearning• ResponsivetothecontextsinwhichparIcipantsteachand
studentslearn(Darling-Hammond,Wei,Andree,Richardson,&Orphanos,2009;King&Bouchard,2011) Policy
• WestVirginia,basedonasurveyofeducatorsabouttheirprofessionallearningexperiences,createdanonlineresourcebankdesignedtosupporthigh-qualitylearningexperiences
• TeacherscanaccessspecificprofessionallearningmaterialsbasedontheareasfordevelopmentidenIfiedduringevaluaIon
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RQ#3:HowcanweidenDfyeffecDveeducators? Research
• CommonprofessionalstandardsdesignedbyeducatorsandalignedtoperformancebasedassessmentscanserveasanimportantleverforidenIfyingbeginningandaccomplishedteachingandimprovingstudentlearning(Cavalluzzo,Barrow,&Henderson,2014;Sato,2014;Wilson&Hallam,2006). Policy
• In2002,CaliforniaStateLegislaturerequiredpre-serviceprogramstoincludeaperformancebasedassessmentinteacherpreparaIonprograms
• 12publicandprivateuniversiIescreatedthePerformanceAssessmentforCaliforniaTeachers(PACT)
• Teachers’PACTscorespredictlatereffecIveness,asmeasuredbystudents’mathandELAstandardizedexamscores(Darling-Hammond,Newton,&Wei,2013)
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ImplicaDonsforResearch,Policy,andPracDce
• TeachereffecIvenessisnot“fixed”
• SupporIveworkingcondiIonsareessenIalfordevelopingteachersthroughouttheircareer
• Performancebasedassessmentsalignedtoprofessionalstandardscanbothassessandsupportthecapacityofnoviceandexperiencededucators
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FutureDirecDonsforTeacherPolicythatSupportsProfessionalGrowthand
ConDnuousImprovement• Reviewrecentteacherpolicies
• UnderlyingassumpIonsbehindthesepolicies
• Emergingresearchthatcaninformfutureteacherpoliciesdesignedtoprepare,develop,andsupporteducatorsateachstageoftheircareer
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ElizabethLeisyStosichJonSnyder
StanfordCenterforOpportunityPolicyinEducation(SCOPE)
KatieWilczak
StanfordCenterforAssessment,Learning,andEquity(SCALE)
HowDoStatesIntegratePerformanceAssessmentsintoTheir
SystemsofAssessment?
Strategy 1: Performance Assessment for Classroom Purposes
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Focus:Developeducatorcapacitytodesign,develop,implement,andscoreperformancetasks.ColoradoDepartmentofEducationformed“ContentCollaboratives,”teamsofteacherswhoreview,develop,pilot,andshareperformancetasks.
Strategy 2: Performance Assessment for High School Graduation
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Focus:Evaluatestudents’abilitiestoapplytheirknowledgeinwaysthatreflectthedemandsofcollege,career,andlife.Vermontpassedproficiency-basedHSgraduationrequirements,whichallowtopresentmultipletypesofevidenceofproficiency,includingportfolios,performances,andprojects.
Strategy 3: Include Performance Tasks in State Systems of Assessment
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Focus:Makestatewideassessmentsmoremeaningfulbyincorporatingperformancetasksorreplacingstatewideassessmentswithlocalperformancetasks.California,NewHampshire,andOregonalladoptedSBACandengagedintheBuildingEducatorAssessmentLiteracy(BEAL)project,whichtrainsteacherstoscoreSBACperformancetasksandmakeinstructionalshiftstosupportstudentsinbeingsuccessfulwiththesetasks.
Strategy 4: Seek a Waiver to use Performance Assessment for Federal Accountability
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Focus:Transformstatesystemofassessmenttoincorporateperformanceassessmentsextensively.NewHampshire’sPerformanceAssessmentofCompetencyEducation(PACE)pilotprogramconnectscurriculum,assessment,andinstructionbyintegratinglocallydevelopedandcurriculum-embeddedperformanceassessments,commonsummativeperformanceassessments,andSBAC.
Implications for Integrating Performance Assessment in State Assessment Systems
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ü AllfourstrategiescanbeimplementedunderESSA.
ü Allstrategiesincludedextensiveinvestmentingrowingeducatorcapacitytodesign,develop,implement,and/orscoreperformancetasks.
AERA 51st State Symposium
Virginia
April 10, 2016
Our vision, in collaboration with:
• The Governor; • The General Assembly; • The Board of Education; • Local School Boards; • Community Partners; • Education Stakeholders and Parents;
is to create an excellent statewide system of public education that prepares every Virginia student
for success. 49
Virginia Highlights
1. Assessments
2. College and Career Readiness
3. Innovation
Assessments
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Public Education in Virginia
132 school divisions in eight regions
Structure of Schools and the Profile of a Virginia
Graduate
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High School Graduate
State Board of Education will develop a “Profile of a Virginia Graduate”
• In consultation with stakeholders • Consider critical thinking, creative thinking,
collaboration, communication, and citizenship
• Opportunities for internships, externships, and credentialing
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Innovation
• Innovation Grants
• Workforce readiness
• Personalized learning
• Competency based learning
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Virginia Public Schools Prepare Students
for
Thank You
Dr. John W. “Billy” Haun Chief Academic Officer/Assistant
Superintendent of Instruction
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NH’SLEADINGEDGEASSESSMENTANDSCHOOLACCOUNTABILITYPILOT
PaulLeather,DeputyCommissioner,NewHampshireDepartmentofEducation
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DesigningSystemsofSupportandAccountabilityforMeaningfulLearning:EarlyLessonsfromStateEfforts
AERA--April10,2016
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19951998-04200520062007-1020082010201120122013201420152016
Interest in Competency based transcripts --NHBIA
NH launches competency education pilot in 27 high schools
NH Rules require credit based on mastery of competencies by 2008
NGA Planning Grant awarded to NH to integrate ELOs with CBE
4 pilot NH HS given substantial financial support and TA by the Nellie Mae Education Foundation (NMEF) to develop comprehensive ELO/CBE programs
NH raises the compulsory age of education from 16 to 18, reducing the dropout rate to 1.26%
NH, VT, and RI pass joint resolutions to form the NESSC
NHDOE convened a task force to design a clear vision for a “fair and equitable” teacher evaluation system, producing the Phase I Report
NH is founding member of CCSSO Innovative Lab Network
ECS selects NH for Newman Innovation Award
The NHCBE is formed, supported by NMEF
The NHDOE Taskforce on Effective Teaching releases 2nd Report
NH Rules amended requiring CBE K-12
NMEF funds PACE Pilot development
USED recognizes PACE Pilot, supported by NMEF
ESSA passes with Innovative Demonstration modeled after PACE
Key Events Shaping NH Education:
Reaching Higher NH and NH Learning Initiative Formed
NH awarded NGA Grant to advance SCL
AccountabilityForMeaningfulLearningInA51stState–StateAndLocalPartnership:
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Locallyselected
assessmentsofstudentprogress
(PerformanceAssessmentsandothers)
K-2 3 - 4 5 -6 7 -8 9 – 10 11 -12
State Validation
Assessment
State Validation
Assessment Graduation Portfolio
SAT
AssessmentQualityAssurance(reviews local assessment plans and delivery)
Disaggregated Data
SBAC SBAC
NH’sBlendofState,PACE,andLocalAssessments
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GradeCourse/GradeAcademic
CompetencyELA MATH SCIENCE
K-2 þ LocalPAs LocalPBA LocalPBA
3 þ SmarterBalanced CommonPACEPBA LocalPBA
4 þ CommonPACEPBA SmarterBalanced CommonPACEPBA
5 þ CommonPACEPBA CommonPACEPBA LocalPBA
6 þ CommonPACEPBA CommonPACEPBA LocalPBA
7 þ CommonPACEPBA CommonPACEPBA LocalPBA
8 þ SmarterBalanced SmarterBalanced CommonPACEPBA
9 þ CommonPACEPBA CommonPACEPBA CommonPACEPBA
10 þ CommonPACEPBA CommonPACEPBA CommonPACEPBA
11 þ SmarterBalancedSATin2016
SmarterBalancedSATin2016 CommonPACEPBA
12 þ LocalPBA LocalPBA LocalPBA
WhatisPACE?–WaterTowerProposal!
• TheProblem:Yourtown’spopulaIonispredictedtoincreaseoverthenext3years.Asoneofthetownplanners,youareaskedtoaddressthisissueintermsofthetown’swatersupply.Inordertomeetthefutureneedsofthetown,youneedtomakeaproposaltoaddawatertowersomewhereontownpropertythatwillbecapableofholding45,000±2,000cubicfeetofwater.ThetownislookingforawatertowertocontainthemostamountofwaterwhileusingtheleastamountofconstrucIonmaterial.
• StudentTask:YourjobistoprepareaproposalthatcanbesubmiKedtothetownplanningcommiKee.UsingyourcalculaIonsofsurfaceareaandvolumeforthetwodesigns,describeandanalyzethecharacterisIcsthatleadyoutoafinalrecommendaIon.
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Geometry PACE Common Task
District Assessment Plan
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Grade
CLASSROOMCOMPETENCYGRADING[Allcoursesanddisciplines]
DISTRICT STATECOURSECOMPETENCYCOMMONASSESSMENTS COMPETENCY
ASSESSMENT
COMPETENCYCOMMON
ASSESSMENTAssessmentType 1. NUMBERS&QUANTITIES,2.ALGEBRA,3.FUNCTIONS,4.GEOMETRY,5.STATISTICS&
PROBABILITY
4
UnitSummaIve
Placevalue,rounding,addiIon,subtracIonMeasurementconversions,addiIon,subtracIonFracIonswithlikedenominators
MulIplicaIon/divisionfacts,MulI-digitmulIplicaIon,division(mulI-digit)Geometry
FracIonswithunlikedenominatorsDecimalfracIonsGeometry&symmetry
NWEA(MAP)212.5
SMARTERBALANCE
PerformanceTaskTri1:MappingMigraIngMonarchs
5 UnitSummaIve
PlaceValueMulIplicaIonDivisionFracIonReview
AddiIon/SubracIonMulIplicaIonofFracIonsDivisionofFracIonsArea
VolumeandCapacityAlgebraicExpressionsDataandAnalysisGeometry
NWEA(MAP)221.0
PACE:AlgebraQuanIIes,CreaIng
EquaIons
PerformanceTask Tri1:SummerOlympics
6 UnitSummaIveRaIos,RatesandMeasurementConversions,OrderofOperaIons,ExponentsandAlgebraicExpressions
NWEA(MAP)225.6 PACE:Algebra,EqualiIesandEquaIons
NoteWeightofLocalAssessments!
CombiningMultipleMeasures65
PACEComparable
AnnualDeterminaIons
PACECommonPerformanceTask
District-LevelCompetency
Scores
Competency1Localperformance
assessments
Competency2Localperformance
assessments
Competency3Localperformance
assessments
Competency4Localperformance
assessments
SBAC/SATinselectgrades
Yes, this is hard!! • This is not for the faint of heart, or the Unprepared!
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TheoryofAction--ProfessionallearningLinkswithschoolaccountability
DistrictsneedtobeIghtonevaluaIng:
Thismayrequire:
Studentlearning
Thequalityofprofessionallearning
InstrucIonalimprovement
Changeinmeasures
Changeinaccountability
emphasis
Greaterrelianceonprofessionaljudgement
Ben Jensen
SystemDesignisbasedonHighPerformingProfessionalLearningCommunities
Accountability Reform in NH September 23, 2014 68
• State-modelcompetenciesalignedwithcollegeandcareeroutcomesprovidethemainlearningtargets
• InstrucDonalsystemtosupportstudentlearningofcompetencies• Includesstrategiestopersonalizelearning
• Assessmentsystemtomeasurestudentachievementandgrowthrelatedtocompetencies
• Validatedperformanceassessmentsoccupyavisibleplaceinthelocalassessmentsystem
• Educatorsreviewstudentworkonperformancetasksregularly• SmarterBalancedassessmentadministeredatleastonceinelementaryandmiddleschool
• SATonceinHighSchool
Quality Performance Review
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Examination of Practice
and Learning
Robust Data
Expertise Peer Review
51st State White Paper, 2014 Darling-Hammond, Wilhoit, Pittenger
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In-statePartners:Consultants–RoseColby,CenterforAssessment
Tier 3 Planning Districts
Tier 2 Preparing Districts
Tier I Implementing Districts
DoE/NHLearningIniIaIvePACE
ManagementTeam
NaIonalPartners:FoundaIons
CenterforCollaboraIveEducaIonCIE/Stanford
InsItuIonalSupports:StateBoard
Governor’sOfficeNHLegislature
OrganizationtoPACEScaling
ImplemenIngdistricts:PDinCallibraIon/scoring
pracIces
PreparingforimplementaIon:PDinPerformanceAssessment
developmentandimplementaIon
PlanningDistricts:developingCBE:Competencies,instrucIon,
assessment,grading
Summary• We’velearnedatonandhavehadsomemajorsuccesses!
• CollaboraIvecapacitybuilding• DemonstraIonofreciprocalaccountability• Cross-districtcalibraIon• AnnualdeterminaIons• Improvingassessmentquality
• ImplicaDonsfortheFuture--Thenew“InnovaIveAssessmentandAccountabilityDemonstraIonAuthority”inESSA• Whatarethebroadtakeaways?
• NewEraofAssessmentandAccountabilitymaybeuponus!• MulIpleMeasuresDemandnewconceptualizaIonofvalidity/reliability• EducatorSkillDevelopmentiskey–“EducatorJudgment”
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QuesDons?SoungBae([email protected])TravisBristol([email protected])
BillyHaun([email protected])PaulLeather([email protected])
ElizabethLeisyStosich([email protected])
LearnMore:hYps://edpolicy.stanford.edu/
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