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A Beacon, a Barometer, and a Bridge: Imagining More Equitable, Student-Centered State Standards and Assessments in Minnesota

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Bibliographic Details
Title: A Beacon, a Barometer, and a Bridge: Imagining More Equitable, Student-Centered State Standards and Assessments in Minnesota
Language: English
Authors: Lars Esdal, Education Evolving
Source: Education Evolving. 2024.
Availability: Education Evolving. 322 Minnesota Street Suite W1360, St. Paul, MN 55101. Tel: 651-252-4452; e-mail: info@educationevolving.org; Web site: https://www.educationevolving.org/
Peer Reviewed: N
Page Count: 34
Publication Date: 2024
Document Type: Reports - Evaluative
Descriptors: Student Educational Objectives, Outcomes of Education, Student Centered Learning, Career Readiness, Minimum Competencies, Thinking Skills, Critical Thinking, Creative Thinking, Communication Skills, Interpersonal Competence, Self Management, Self Efficacy, Career Planning, Student Evaluation, Achievement Tests, Performance Based Assessment, Portfolio Assessment, Surveys, Data Collection, Outcome Measures, Competency Based Education, College Readiness
Geographic Terms: Minnesota
Abstract: To get the equitable, student-centered education system that is wanted and needed--one which honors each unique student, and prepares them for the changing 21st century world--we need to rethink not only the design of learning, but also the what and how of assessment. Assessments are used by people in many different roles and in many different ways. This paper focuses on statewide assessments, and in particular the Minnesota Comprehensive Assessments (MCAs). Statewide assessments are developed based on state academic standards, which are state-adopted statements about what students should know and be able to do, across subjects and grade levels. Because assessments and standards are so inextricably linked, this paper's focus also includes standards. This paper's purpose is to explore how statewide assessments and academic standards could better align with, and help push the state toward more equitable and student-centered learning. This paper asks: given the reality that statewide assessments are both required and influential, how can we make them as helpful as they can be? Even more specifically, how can they best support and push education to be more equitable and student-centered? This paper builds on a prior Education Evolving report, "Defining and Measuring Student-Centered Outcomes", which lays out a foundational argument and framework. This paper goes a step further, with concrete recommendations for Minnesota's system of statewide assessments and academic standards.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED662134
Database: ERIC
Description
Abstract:To get the equitable, student-centered education system that is wanted and needed--one which honors each unique student, and prepares them for the changing 21st century world--we need to rethink not only the design of learning, but also the what and how of assessment. Assessments are used by people in many different roles and in many different ways. This paper focuses on statewide assessments, and in particular the Minnesota Comprehensive Assessments (MCAs). Statewide assessments are developed based on state academic standards, which are state-adopted statements about what students should know and be able to do, across subjects and grade levels. Because assessments and standards are so inextricably linked, this paper's focus also includes standards. This paper's purpose is to explore how statewide assessments and academic standards could better align with, and help push the state toward more equitable and student-centered learning. This paper asks: given the reality that statewide assessments are both required and influential, how can we make them as helpful as they can be? Even more specifically, how can they best support and push education to be more equitable and student-centered? This paper builds on a prior Education Evolving report, "Defining and Measuring Student-Centered Outcomes", which lays out a foundational argument and framework. This paper goes a step further, with concrete recommendations for Minnesota's system of statewide assessments and academic standards.