As the new school year begins, states will want a better understanding of the social, emotional, and academic learning needs of students so they can respond to them rapidly. Yet with shrinking budgets and increasing demands, states are grappling with tough decisions about how to balance giving students time to adjust to a new normal of schooling and assessing the scope and extent of learning loss due to the COVID-19 pandemic.
Four Test Questions for State Boards
Also In this Issue
States Experiment with Assessment through Innovative Pilots
By Joseph HedgerFive states received federal waivers for regular assessments so they could pilot assessment systems in select districts or schools over five years.
Performance Assessments: Promises and Pitfalls
By Marianne PerieBy learning from the past, state boards can add depth and relevance to their assessment systems.
We Should Listen to the Canaries
By Ellen ForteHow alternate assessments for students with disabilities and English learners can point us toward better systems for all.
How a Crisis Can Transform Learning, Teaching, and Assessment
By Abby Javurek and Jason MendenhallState policymakers should take the opportunity to reimagine their education systems.
Breakthrough or Breakdown? School Accountability in Flux
By Chris DomaleskiTime to steer systems toward better balance and coherence.
Test-Based Accountability in Distressed Times
By Chester E. Finn Jr. and Eric A. HanushekState leaders should stick with their assessments because they improve student learning and school performance.
Four Test Questions for State Boards
By Abigail PottsThese questions can help frame conversations on assessment approval and intersections with state accountability.
A Shifting Landscape for State Testing
By Lynn OlsonIt is important to understand the history of state summative assessment in the United States.
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