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ERIC Number: EJ1000079
Record Type: Journal
Publication Date: 2012-Dec
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6439
Next-Generation Assessments Aligned to the Common Core
Willhoft, Joseph L.
School Administrator, v69 n11 p30-33 Dec 2012
Through the Common Core State Standards and the development of new assessments aligned to the standards, the public education system is undergoing a transformation--and administrators can help make this vision a reality. Today, more than 45 states and the District of Columbia have adopted the Common Core State Standards. The standards, however, are just one part of a cohesive system that supports student growth and learning. Educators also need new tools to measure whether students are mastering the knowledge and skills needed for success in college and careers, as well as resources and support to help them meet these goals. At the heart of the Smarter Balanced Assessment Consortium's work is a vision of assessment as an integral part of an aligned system of standards, curriculum, instruction and professional development, all focused on preparing students for college and career. The consortium is a state-led initiative developing next-generation assessments aligned to the Common Core. Smarter Balanced is developing next-generation assessments in English language arts/literacy and mathematics that will be implemented in the 2014-15 school year. These assessments will provide a more complete, more efficient measurement of student progress--with periodic checks to help evaluate what students need to stay on the path to success and tools to help educators continuously improve instruction.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A