THE INNOVATION LAB NETWORK: STATES SUPPORTING ASSESSMENT OF DEEPER LEARNING AND ORGANIZATIONAL TRANSFORMATION

David T. Conley, PhD CEO, EPIC Professor, U of O

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ILN Partners EPIC: Educational Policy

Improvement Center Eugene/Portland, Oregon David Conley, CEO

SCALE: Stanford Center for Assessment, Learning, and Equity Ray Pecheone, Director

SCOPE: Stanford Center for Opportunity Policy in Education Linda Darling-Hammond, Co-Director

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The Innovation Lab Network’s Principles of Next Generation Learning

• World-class Knowledge and Skills• Personalized Learning• Student Agency• Performance-based Learning• Anytime, Anywhere Learning• Comprehensive Systems of Support

World-class Knowledge and Skills… students acquire, practice, and demonstrate the various dimensions of learning that lead to college and career readiness throughout the disciplines.

An important component of this work is defining, recognizing and demonstrating a clear vision of student success

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Task Force Definition of Readiness

Knowledge – mastery of rigorous content and the facile application or transfer of what has been learned to novel situations.

Skills – the capacities and strategies that enable students to learn and engage in higher-order thinking, meaningful interaction with the world around them, and planning for the future

Dispositions – Socio-emotional skills or behaviors (sometimes referred to as habits of mind) that associate with success in both college and career

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Leading states should take action to define the goal of CCR reform.

Codify in state policy/law a definition of college, career, and civic-readiness consistent with next-generation/student-centered/deeper learning (see CCSSO ILN CCR Definitional Elements) to drive policy and practice

Establish a clear commitment in policy and practice to innovation, evaluation, and continuous improvement

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Leading states create a clear “line of sight” to drive policy/ practice and continuous improvement.

Realign program requirements, applications, reporting, and funding to key goals/areas; enhance funding flexibility where appropriate/ needed.

1. Learning Process – Standards, Curriculum, Instruction

2. Assessment, Accountability, Supports

3. Human Capital – Teachers and Leaders

4. Infrastructure – Time and Technology

5. System Learning – Innovation

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Educate state leadership on the Continuum of Assessment of Deeper Learning

Conduct environmental scans of each state policy context.

Assist state leadership in plans to implement performance assessment.

Three Phases of EPIC/SCOPE/SCALE Technical Assistance

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Assist state leadership in plans to implement performance assessment.

Three Phases of EPIC/SCOPE/SCALE Technical Assistance

Conduct environmental scans of each state policy context.Educate state

leadership on the Continuum of Assessment of Deeper Learning

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Traditional State

Assessments

Standardized, multiple-choice tests of routine skills

Examples: WKSE-CRT, OAKS

New CCSS Assessmen

ts

Standardized tests with multiple-choice and open-ended items, plus 1-2 day performance tasks

Examples: SBAC and PARCC

Common Performanc

e Tasks

Standard performance tasks lasting 1-3 weeks that demand more integrated skills

Examples: C-PAS and SCALE NY

Learning Tasks

Performance tasks that require students to carry out inquiries, analyze findings, and revise

Examples: C-PAS and SCALE OH

Student-Designed Projects

Longer, deeper investigations lasting 2-3 months requiring students to initiate, design, conduct, analyze, revise, and present their workExamples: Envision Schools, NY Performance Standards Consortium, IB

CONTINUUM OF ASSESSMENT FOR DEEPER LEARNING

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Education state leadership on the Continuum of Assessment of Deeper Learning

Assist state leadership in plans to implement performance assessment.

Three Phases of EPIC/SCOPE/SCALE Technical Assistance

Conduct environmental scans of each state policy context.

12 What We Did & Why Interviewed state leadership Gathered extant data from websites, waiver

requests, and other public documents Analyzed across states for trends, themes,

commonalities, and nuances Viewed the analysis as a continuing process

Learning about ILN districts, state policy plans and directions

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Policy Definitionof College & Career Readiness

Accountability System

Flexibility for Innovation

Governance Structure

State Fiscal Status

Assessment System

Current and Past

Assessment for

Deeper Learning

Elem

ents

of S

tate

Pol

icy

Scan

s

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High-level OverviewKY ME NH OH OR WV WI

Define CR Yes Yes-MLR

CCSS Yes No No Yes

Measure CR ACTEOC

SAT No(future

)

No(2015)

No(futur

e)

No(futur

e)

ACT

Acct’y Emphasis

Yes NCLB(2017)

NCLBonly

PARCC EOC

NCLBother

NCLB NCLB

Grad Exams

Yes No No No Yes No No

Consortia PARCC SBAC SBAC PARCC SBAC SBAC SBACPerf Assmt Prior

FuturePrior

Current

Current

Local

Pilots PriorWritin

g

Writing

Prior

Waiver MM Yes Comp Comp Yes Yes Yes YesFiscal Impact

= = = = — = —

Alignment + LC LC + + + LC

Draft only

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Some Key Observations from Scans Several states are moving toward including

CCR indicators in state accountability systems in various ways

Wide range of prior experience with performance assessment. What’s the legacy?

Tangled underbrush of current and former assessments complicates introduction of new models

Strong interest in student-centered measures that help individualize learning

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Some Key Observations from Scans Proficiency demonstration is a motivator

in several states for more complex, deeper assessments

Real capacity issues in all states at state level

Very little evidence of significant HE involvement/ownership or clear plan for stronger alignment

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Some Key Questions from Scans

An Assessment System vs a System of Assessments: What measures should be collected for high-stakes decisions, and which ones inform classroom instruction, and how do they combine for a student-centered profile of readiness?

“Local Control” and SEA Leadership: How do we take local innovation to scale?

Where do we go from here?

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Education state leadership on the Continuum of Assessment of Deeper Learning

Three Phases of EPIC/SCOPE/SCALE Technical Assistance

Conduct environmental scans of each state policy context.

Assist state leadership in plans to implement performance assessment.

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Key Strategies

Direct support for assessment development, piloting, and implementation

Professional development / technical assistance to build educator / system capacity

Facilitation of higher education involvement

Treat this work as rapid prototyping exercises that are both bottom-driven and top-supported

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ILN Activities in Oregon

Working with Chalkboard TIF districts and other interested parties to implement ThinkReady as a means to assess the Essential Skills not measured on OAKS/SBAC

Consulting with Governor’s Office Education Policy Advisors on strategies to create multiple measure system of college and career readiness

Share and learn from other ILN states’ pilot initiatives to assess college and career readiness

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Other Key ILN Activities

Kentucky’s recent legislation created “innovation zones” and opened new door to design and pilot new systems of defining and measuring a more comprehensive definition of readiness. New Hampshire’s ESEA waiver request puts forth a new theory of action for accountability built on a balanced system of assessments to measure readiness in a competency-based system. The state will be piloting performance tasks as part of this balanced system of assessments. Ohio is entering a critical year scaling up its OPAPP initiative, building educator capacity to administer performance tasks and linking tasks to forthcoming PARCC assessments.

QUESTIONS/DISCUSSION

Then one last thought…

“Innovation

is invention made accessible.”