Reimagining Balanced Assessment Systems
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| Title: | Reimagining Balanced Assessment Systems |
|---|---|
| Language: | English |
| Authors: | Scott F. Marion, James W. Pellegrino, Amy I. Berman, National Academy of Education (NAEd) |
| Source: | National Academy of Education. 2024. |
| Availability: | National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org |
| Peer Reviewed: | N |
| Page Count: | 334 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Smarter Balanced Assessment Consortium University of California, Santa Cruz |
| Intended Audience: | Teachers; Administrators; Policymakers |
| Document Type: | Collected Works - General |
| Descriptors: | Educational Assessment, Educational Policy, Equal Education, Test Validity, Test Reliability, Professional Development, Evaluation Methods, Evaluation Problems, Educational Improvement, Test Construction |
| Abstract: | High-quality assessments are crucial to many aspects of the educational process. They can help policymakers monitor long-term educational trends, assist state educational agencies (SEAs) and local educational agencies (LEAs) in allocating resources and professional development opportunities, provide insights to teachers about how well students have learned the knowledge and skills in an instructional unit, and help teachers and students adjust learning and instruction during daily interactions. Broadly speaking, educational assessment involves tools and processes used to gather information to support a range of decisions--from classroom instruction to school-level professional learning topics to district, state, and federal policies. Education leaders are regularly bombarded with false claims about assessments that can purportedly serve multiple purposes. These claims feed into misconceptions about the utility of results from certain types of educational tests. However, the harsh reality is that educational assessments are currently designed and validated for a very limited set of purposes and uses--typically only one interpretive use per assessment. The need--to support the full range of uses of assessment information--is the reason why assessment experts and others have called for the design and development of balanced assessment systems, in which the system's different assessment components complement and support each other. This volume explores the history of balanced assessment systems and reimagines balanced assessment systems that center equitable classroom learning environments. In doing so, it provides guidance to state and local educational agencies, as well as schools and teachers, regarding how to (1) foster and maintain a culture of productive assessment use to improve ambitious and equitable teaching and learning at the classroom level; (2) design policy, professional learning, and other local systems necessary to implement balanced assessment systems; and (3) implement processes to use aggregate data to continually improve the assessment system itself to better serve all students, especially those most disenfranchised. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED661489 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED661489 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Reimagining Balanced Assessment Systems – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scott+F%2E+Marion%22">Scott F. Marion</searchLink><br /><searchLink fieldCode="AR" term="%22James+W%2E+Pellegrino%22">James W. Pellegrino</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+I%2E+Berman%22">Amy I. Berman</searchLink><br /><searchLink fieldCode="AR" term="%22National+Academy+of+Education+%28NAEd%29%22">National Academy of Education (NAEd)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Academy+of+Education%22"><i>National Academy of Education</i></searchLink>. 2024. – Name: Avail Label: Availability Group: Avail Data: National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 334 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Smarter Balanced Assessment Consortium<br />University of California, Santa Cruz – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers; Administrators; Policymakers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Collected Works - General – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Problems%22">Evaluation Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: High-quality assessments are crucial to many aspects of the educational process. They can help policymakers monitor long-term educational trends, assist state educational agencies (SEAs) and local educational agencies (LEAs) in allocating resources and professional development opportunities, provide insights to teachers about how well students have learned the knowledge and skills in an instructional unit, and help teachers and students adjust learning and instruction during daily interactions. Broadly speaking, educational assessment involves tools and processes used to gather information to support a range of decisions--from classroom instruction to school-level professional learning topics to district, state, and federal policies. Education leaders are regularly bombarded with false claims about assessments that can purportedly serve multiple purposes. These claims feed into misconceptions about the utility of results from certain types of educational tests. However, the harsh reality is that educational assessments are currently designed and validated for a very limited set of purposes and uses--typically only one interpretive use per assessment. The need--to support the full range of uses of assessment information--is the reason why assessment experts and others have called for the design and development of balanced assessment systems, in which the system's different assessment components complement and support each other. This volume explores the history of balanced assessment systems and reimagines balanced assessment systems that center equitable classroom learning environments. In doing so, it provides guidance to state and local educational agencies, as well as schools and teachers, regarding how to (1) foster and maintain a culture of productive assessment use to improve ambitious and equitable teaching and learning at the classroom level; (2) design policy, professional learning, and other local systems necessary to implement balanced assessment systems; and (3) implement processes to use aggregate data to continually improve the assessment system itself to better serve all students, especially those most disenfranchised. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: ED661489 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED661489 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 334 Subjects: – SubjectFull: Educational Assessment Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Equal Education Type: general – SubjectFull: Test Validity Type: general – SubjectFull: Test Reliability Type: general – SubjectFull: Professional Development Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Evaluation Problems Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Test Construction Type: general Titles: – TitleFull: Reimagining Balanced Assessment Systems Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Academy of Education (NAEd) – PersonEntity: Name: NameFull: Scott F. Marion – PersonEntity: Name: NameFull: James W. Pellegrino – PersonEntity: Name: NameFull: Amy I. Berman – PersonEntity: Name: NameFull: Scott F. Marion – PersonEntity: Name: NameFull: James W. Pellegrino – PersonEntity: Name: NameFull: Amy I. Berman – PersonEntity: Name: NameFull: National Academy of Education (NAEd) IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Titles: – TitleFull: Reimagining Balanced Assessment Systems Type: main |
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