Pam Moran and I shared this and facilitated this conversation today at educon: our thanks to the attendees for the rich and meaningful conversation.

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Above are the slides for my presentation today to the Association of Colorado Independent Schools Heads and senior administrators, a three hour workshop.   Sadly, I (again!) made the mistake of trying to stuff in too much information, and several of our intended activities and videos had to be cut.

Below are first, some of the key links to think to which I referred, and below that, some of the videos I showed or intended to show as part of the presentation.

A very valuable reference is the excellent presentation, Measuring What We Value by Lyons and Niblock.   (Note: I borrowed/adapted a small number of these slides for integration into my presentation: My thanks to Lyons and Niblock. )

My thanks to Lee Quinby, the very fine ACIS executive director, and all those who took the time for the session this morning.

Links:

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  • Far more detailed institutional reports–
  • student level scoring validity
  • possibility of improved student test-taking motivation
  • available for 8th graders now
  • flexible scheduling
  • Lower price– $38
  • Special trial price this spring only $22

Regular readers here know of my interest in, and on balance enthusiasm for, the CWRA– the College Work Readiness Assessment, which I have administered as a school head over the course of three years, presented on about half a dozen times and written about about here a dozen times.

Run, don’t walk, to register for the 30 minute free webinar CAE, CWRA’s parent, is offering this week and next about the forthcoming changes in the CWRA.   If you can’t attend one of these sessions, you’ll do pretty well as an alternate reviewing the five page overview of CWRA changes I’ve embedded at the bottom of this post.  (Be sure to click “more” to see it if you are interested).

As enthusiastic as I’ve been, I’ve also been a gentle critic on the following fronts.

  • The institutional reporting lacks detail and specificity for use in identifying program gaps and targeting institutional improvement.
  • It is too expensive.
  • Students lack motivation to perform because they have no stake in the game– there is no student-level report.
  • There are enough or pertinent norm groups for comparison– particularly in the lack of independent school comps.
  • It doesn’t have enough possible purposes beyond an institutional check on student learning.
  • It isn’t available for middle school students.
  • Is automated scoring of essays proven and reliable enough?

And now, here it is: the new CWRA plus addresses nearly all of these issues.  I feel almost as if they were listening to me.  (Smile) (more…)

Performance Task Assessment, sometimes referred to simply as Performance Assessment, is coming soon in a substantial and significant way to K-12 schooling;  21st century principals and other educational leaders would do well to familiarize themselves with this method and began to make plans for successful integration of this new, alternative format of assessments.

[the following 10 or so paragraphs lay out some background for my "10 Things;" scroll down to the section heading if you want to skip over the background discussion]

President Obama and Secretary Duncan have been assuring us for several years that they will take standardized testing “beyond the bubble,” and both PARCC and Smarter Balanced are working hard at developing new common core assessment using the format of perfomance task assessment.

As PARCC explains,

PARCC is… contracting with [other organizations] to develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. These prototypes will include both assessment and classroom-based tasks.

Smarter Balanced, meanwhile, states that by 2014-15,

Smarter Balanced assessments will go beyond multiple-choice questions to include performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.

Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario.

These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions.

Samples of the performance tasks being developed for grades K-8 are available here.   (more…)

Links of interest:

New York Times article about Character report cards: http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html

NAIS monograph, Value Add Measurements of Learning: http://www.nais.org/sustainable/article.cfm?ItemNumber=151607

Contact for the PISA Based testing for Schools pilot in Canada: For any questions, please email pisabasedtestforschools@oecd.org or Charles Cirtwill at charlescirtwill@aims.ca


 


My thanks to Sarah Hanawald for the following liveblog transcript of our session Friday at NAIS, where I was joined by CWRA administrator Chris Jackson and Lawrenceville Dean of Faculty (and Klingenstein Curriculum Instructor legend) Kevin Mattingly in presenting on the College Work Readiness Assessment.
At the end of the session, I mentioned my interest in forming a network of folks interested in working to develop a parallel, CWRA-Style assessment for middle school students, (as is being done in an interesting way in the Virginia Beach School District in a program there run by Jared Cotton).    If you are interested in being a part of this network, or being apprised of such activities, please let me know by entering your name and email here.
But first, the session slides:

CWRA Session is packed–folks are standing outside.
11:33
Chris Jackson: Opens with a book reference–Academically Adrift
11:36
Chris Jackson:

The mission, to help schools know how they are doing with what other tests don’t measure. Metrics for the schools.

Subscores on essential areas: critical thinking,  analytical reasoning, Effective writing, and problem-solving. (more…)

As Tony Wagner argues in his essential book, The Global Achievement Gap, I too think that we need to be very concerned that our secondary and college students are not learning what they need to be learning.   We can be deceived: they may go through the motions of learning, and the bright ones (bright from unique combinations of lucky genes, supportive parents/households, and strong K-8 education) may score well enough on the SAT to convey to us we are educating them.   But are we, and how do we know we really are, succeeding in facilitating their development of the essential critical thinking, problem-solving, and writing skills they most need?

Academically Adrift, the new book which I haven’t read but have read several articles about, is about college students, not secondary, but I believe it has compelling information for us.  From the NYTimes article, How Much Do College Students Learn, and Study?:

the authors followed more than 2,300 undergraduates at two dozen universities, and concluded that 45 percent “demonstrated no significant gains in critical thinking, analytical reasoning, and written communications during the first two years of college.” (more…)

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