New Mexico’s new governor, Michelle Lujan Grisham signed executive orders to suspend and replace the controversial PARCC test, the standardized exam used in schools to evaluate students and teachers. PARCC was implemented in the state under former governor Susana Martinez and Hanna Skandera, the former secretary for public education in New Mexico, who were supporters of high-stakes tests to evaluate students and teachers. Grisham’s move was the second hit that PARCC sustained this week after The New Jersey Supreme Court ruled Monday that the state could not use PARCC as a requirement for graduation from high school graduation.
New Jersey cannot mandate that students pass two state exams before they can graduate high school, a state appellate court has ruled. The unanimous decision was made public Monday, December 31, 2018 but will not take effect for 30 days. It invalidates the state Department of Education's requirement that students must pass standardized exams—commonly known as the PARCC tests—in Algebra I and English. The three-judge panel found the requirement which was approved in 2016 and was due to take effect with the class of 2020—does not match a state law that requires students to pass just a single test in 11th grade in order to graduate.
Jointly developed by the Assessment Work Group and researchers from the RAND Corporation's Assessment Finder project, this report provides school and district leaders and implementation teams with guidance on how to choose and use social and emotional learning (SEL) competency assessments. It also discusses the benefits and challenges of measuring SEL competencies, what to consider when choosing an SEL competency assessment, and guidance for using SEL competency data in practice.
Assessment is useful for informing ongoing teaching and learning when it provides a prospective view of learning in order to answer the question, “What is next for this student?” This insight excerpted from "Using Formative Assessment to Enhance Learning, Achievement, and Academic Self‑Regulation", written by Heidi Andrade and WestEd’s Margaret Heritage, illustrate three key principles of practice for effective formative assessment.
Achieve releases series of science assessment resources for state education leaders, Transforming Science Assessment: Systems for Innovation
Achieve's series is designed to provide 1) information about how states are currently pursuing statewide assessment systems in science; 2) analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; 3) detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and 4) a how-to guide for policymakers looking to enact systems of assessment in science.