Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning

ISBN-13: 9781118456187 / Angielski / Twarda / 2014 / 464 str.

Linda Darling–Hammond

Opis

Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what's possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.

Educators are unhappy with the current assessments and their focus on low–level skills like recalling and restating facts rather than higher–order skills such as problem–solving and analyzing and synthesizing information.

Spis treści

Acknowledgments vii

The Authors ix

1 Introduction: The Rationale and Context for Performance Assessment 1
Linda Darling–Hammond

Part o n e : Through a Looking Glass: Performance Assessment Past, Present, and Future 15

2 Looking Back: Performance Assessment in an Era of Standards–Based Educational Accountability 17
Brian Stecher

3 Where We Are Now: Lessons Learned and Emerging Directions 53
Raymond Pecheone and Stuart Kahl with the Assistance of Jillian Chingos and Ann Jaquith

4. Reaching Out: International Benchmarks for Performance Assessment 93
Linda Darling–Hammond with the Assistance of Laura Wentworth

Part t w o : Advances in Performance Assessment: Assessing and Supporting Learning 131

5 Performance Assessment: The State of the Art 133
Suzanne Lane

6 Adapting Performance Assessments for English Language Learners 185
Jamal Abedi

7 Supporting Teacher Learning through Performance Assessment 207
Linda Darling–Hammond and Beverly Falk

Part t h r e e : Policy and Performance Assessment: Developing Systems That Can Work 237

8 A New Conceptual Framework for Cost Analysis 239
Lawrence O. Picus, Frank Adamson, William Montague, and Margaret Owens

9 Investing in Assessments of Deeper Learning: The Costs and Benefits of Tests That Help Students Learn 259
Barry Topol, John Olson, Ed Roeber, Linda Darling–Hammond, and Frank Adamson

10 Building Systems of Assessment for Deeper Learning 277
David T. Conley and Linda Darling–Hammond

11 Concluding Thoughts: Creating Next–Generation Assessments That Last 311
Linda Darling–Hammond, Frank Adamson, and Thomas Toch

Appendix A: State Performance Tasks 323

Appendix B: New Approaches to Performance Assessment 353

Appendix C: A Framework for Measuring the Costs, Expenditures, and Benefits of Performance Assessment 363

Appendix D: Spending for Interim Testing at the Local District Level 377

Notes 383

References 387

Name Index 423

Subject Index 429

O autorze

LINDA DARLING–HAMMOND is Charles E. Ducommun Professor of Education and Faculty Director of the Stanford Center for Opportunity Policy in Education at Stanford University. Darling–Hammond is a former president of the American Educational Research Association and a member of the National Academy of Education. Her research and policy work focuses on issues of educational equity, teaching quality, school reform, and performance assessment. Among Darling–Hammond s over 300 publications are Preparing Teachers for a Changing World (with John Bransford, for the National Academy of Education) and The Right to Learn.

FRANK ADAMSON is a Policy and Research Analyst at the Stanford Center for Opportunity Policy in Education (SCOPE). He currently focuses on the adoption of assessments of deeper learning and twenty–first–century skills. He also conducts research on educational equity and opportunities to learn and has published on teacher salary differences within labor markets in New York and California.

Blurb

PRAISE FOR BEYOND THE BUBBLE TEST

Once again Linda Darling–Hammond has focused our attention on the facts. We don t have to destroy good education for the sake of accountability. She lays it out in this clear and well–researched book. A must read for us all to rally around.
Deborah Meier, Senior Scholar, New York University

With a background in classroom teaching, Linda Darling–Hammond has become our most authoritative writer on educational policy. In this book, she and her collaborators provide us with wise alternatives to the narrow conceptions of assessment that cause so many problems. Here we find information begging to be used!
David C. Berliner, Regents Professor Emeritus, Arizona State University

In an era of intensified reliance on testing as a tool of educational reform and improvement, it is imperative to consider the benefits of performance–based assessments on student learning. This volume should be read by anyone wishing for a fresh, accessible, and provocative summary of the issues most relevant to policy, practice, and continued research.
Michael J. Feuer, PhD, president, The National Academy of Education; Dean and Professor, Graduate School of Education and Human Development, The George Washington University

Readers who are concerned with conceptual leadership, instrument development, pedagogical practice, testing and measurement, as well as those interested in the generation of public policy will benefit from reading and understanding the ideas and the models provided in this splendidly conceived book.
Edmund W. Gordon, John M. Musser Professor of Psychology, Emeritus, Yale University; Richard March Hoe Professor of Psychology and Education, Emeritus, Teachers College, Columbia University

Beyond the Bubble Test offers welcomed relief to educators who are increasingly distressed by the over–reliance on standardized testing as the high–stakes factor in determining student, teacher, principal and school success. Linda Darling–Hammond s powerful research and thoughtful analysis build a persuasive case for rethinking how schools can and should adopt performance assessment to measure what matters most for students to be successful in the 21st Century.
Gail Connelly, Executive Director, National Association of Elementary School Principals

We have been long overdue in these times of increasingly complex learning targets for a comprehensive update on our performance assessment state of affairs. It has arrived. Linda Darling–Hammond and Frank Adamson have collected what I believe to be the most complete analysis of this methodology yet published. It represents an outstanding resource for those concerned with current assessment policy, international developments, and performance assessment development.
Rick Stiggins, Assessment Policy and Training Consultant, Portland, Oregon