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2018, Promise and Practice of Next Generation Assessment
In The Promise and Practice of Next Generation Assessment, David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the purposes of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals. Conley describes the interplay between assessment and learning, and shows how “next generation” approaches can produce results that are more effective in informing classroom instruction. Acknowledging the complexity and limitations of many of these novel approaches, he suggests that rather than relying on a system built on a single measure—high-stakes, multiple-choice tests—what is needed is a system that draws on a more diverse portfolio of personalized assessments. Conley provides several examples of programs, schools, and districts that are piloting next generation approaches, and describes the opportunities and implementation challenges involved in making this shift. With decades of experience in learning and assessment, Conley outlines how next generation models can support ambitious learning for all students.
Education Policy Analysis Archives, 2015
In this article, David Conley focuses on how to assess meaningful learning in ways that promote student achievement while simultaneously meeting system accountability needs. The article draws upon research that supports the notion that a major shift in educational assessment is needed in order to encourage and evaluate the kind of learning that enables success in college and careers. Over the next several years, almost every state will either implement the Common Core State Standards or develop an alternative version of their own. The question worth posing is whether educational stakeholders should be satisfied with on- demand tests that measure only a subset of the standards, or will they demand something more like a system of assessments in which multiple measures result in deeper insight into student mastery of complex and cognitive challenging standards? This article presents a vision for a new system of assessments, one designed to support the kinds of ambitious teaching and le...
In this paper, I draw upon the results from research conducted by my colleagues and me, as well as by others, to argue that the time is ripe for a major shift in educational assessment. In particular, analysis of syllabi, assignments, assessments, and student work from entry-level college courses, combined with perceptions of instructors of those courses, provides a much more detailed picture of what college and career readiness actually entails—the knowledge, skills, and dispositions that can be assessed, taught, and learned that are strongly associated with success beyond high school (Achieve, Education Trust, & Fordham Foundation 2004; ACT 2011; Conley 2003; Conley, et al. 2006; Conley & Brown 2003; EPIC 2014a; Seburn, Frain, & Conley 2013; THECB & EPIC 2009; College Board 2006). Advances in cognitive science (Bransford, Brown, & Cocking 2000; Pellegrino & Hilton 2012), combined with the development and implementation of Common Core State Standards and their attendant assessments (Conley 2014a; CCSSO & NGA 2010a, 2010b), provide states with a golden opportunity to move toward the notion of a more comprehensive system of assessments in place of a limited set of often-overlapping measures of reading and math.
In this article, David Conley focuses on how to assess meaningful learning in ways that promote student achievement while simultaneously meeting system accountability needs. The article draws upon research that supports the notion that a major shift in educational assessment is needed in order to encourage and evaluate the kind of learning that enables success in college and careers. Over the next several years, almost every state will either implement the Common Core State Standards or develop an alternative version of their own. The question worth posing is whether educational stakeholders should be satisfied with on- demand tests that measure only a subset of the standards, or will they demand something more like a system of assessments in which multiple measures result in deeper insight into student mastery of complex and cognitive challenging standards? This article presents a vision for a new system of assessments, one designed to support the kinds of ambitious teaching and learning that most parents say they want for their children. The article begins with a brief historical overview, describes where educational assessment appears to be headed in the near term, and then discusses some longer-term possibilities, concluding with a series of recommendations for how policymakers and practitioners can move toward a better model of assessment for teaching and learning.
In this article, David Conley focuses on how to assess meaningful learning in ways that promote student achievement while simultaneously meeting system accountability needs. The article draws upon research that supports the notion that a major shift in educational assessment is needed in order to encourage and evaluate the kind of learning that enables success in college and careers. Over the next several years, almost every state will either implement the Common Core State Standards or develop an alternative version of their own. The question worth posing is whether educational stakeholders should be satisfied with on- demand tests that measure only a subset of the standards, or will they demand something more like a system of assessments in which multiple measures result in deeper insight into student mastery of complex and cognitive challenging standards? This article presents a vision for a new system of assessments, one designed to support the kinds of ambitious teaching and learning that most parents say they want for their children. The article begins with a brief historical overview, describes where educational assessment appears to be headed in the near term, and then discusses some longer-term possibilities, concluding with a series of recommendations for how policymakers and practitioners can move toward a better model of assessment for teaching and learning.
"Education assessment is undergoing significant changes with technological and pedagogical developments. This paper focuses on the future of education assessment, addressing topics such as the role of technology, flexible assessment approaches, and fair evaluation. Digital tools have become increasingly effective in assessing student performance and optimizing learning processes. Flexible assessment methods, such as project-based and performance tasks, are becoming more prevalent, providing opportunities to comprehensively measure students' diverse skills and thinking abilities. Approaches to fair assessment are being developed with the aim of reducing inequalities in education. The paper offers recommendations for the future of education assessment, emphasizing strategies such as promoting student engagement, maintaining ethical frameworks in technology use, and enhancing diversity in education."
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