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ERIC Number: ED401289
Record Type: Non-Journal
Publication Date: 1996-Apr-11
Pages: 31
Abstractor: N/A
Reference Count: N/A
Issues in Designing a Learner-Centered Assessment System in New York State: Balancing Reliability with Flexibility, Authenticity, and Consequential Validity.
Falk, Beverly; And Others
The National Center for Restructuring Education, Schools, and Teaching is working with the New York State Education Department to develop an assessment system that addresses both instructional and accountability concerns. The new system is intended to move the state to a system of performance assessments used in the service of ongoing teaching and learning. The principles that govern the assessment system redesign are: (1) curriculum, instruction, and assessment must be interrelated to support student learning; (2) assessments must measure student achievement of defined standards for learning; (3) multiple forms of evidence of student learning must be consulted; (4) the assessment system should articulate standards without demanding standardization; (5) the system should be built on local involvement; (6) innovators of the system should lead; (7) support needs to be provided to teachers and schools; and (8) schools performance should not be judged solely on the basis of student outcomes. Under the redesign, each examination will include an on-demand test and a common curriculum-embedded extended task. Both components will be evaluated by a common scoring procedure. Moving the assessment system from the idea stage into operational form requires the consideration of many factors, but the first state assessments have been developed in pilot form and were tested in 1995. Preliminary findings are encouraging. An attachment lists the assessment's guiding principles. (Contains 35 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York