Major impediments to district use of performance or constructed-response assessments include 1) lacking trust in teacher self-scored assessments (due to lack of scorer training) and 2) the cost of central scoring. Yet, teacher scoring of student work is among the most powerful professional learning in which teachers can engage. How can better scoring be provided locally in a more cost-effective manner? These challenges are addressed in the Michigan-Collaborative Scoring System (MI-CSS) project, developed from MZ Development software in collaboration with the MAC, as part of a statewide arts assessment (Michigan Arts Education Instruction and Assessment). While the project focuses on the arts, its implications transcend all curriculum areas. States could provide model performance assessments using written, audio, or video response with rubrics for local educator use, thus providing quality classroom assessments at substantially lower cost and making such assessments a feasible part of a state- or district-balanced approach to assessment.
We know moving from a “traditional” grading system to one that is based on standards (and how students are achieving in relation to those standards)…
This session reframes Rigor from a 4-letter word (more or hard) to ambitious outcomes for ALL students. New Paradigm for Education (NPFE) is operationalizing the…
Join us for MAC Reads 2022! Advance your understanding of assessment so your teachers can accurately measure learning, practice effective formative assessment strategies, and ensure…
When implemented effectively, the formative assessment process has the potential to double the rate of student learning (e.g., Wiliam, 2007). While there is increasing agreement…