Criteria for high-quality assessment

Related Content
Author
Author
Darling-Hammond, Linda; Herman, Joan; Pellegrino, James; Abedi, Jamal; Aber, Lawrence; Baker, Eva; Bennett, Randy; Gordon, Edmund; Haertel, Edward; Hakuta, Kenji; Ho, Andrew; Linn, Robert L.; Pearson, Robert; Popham, James; Resnick, Lauren; Schoenfeld, Al
Institutional Author
Stanford Center for Opportunity Policy in Education, Stanford University; Center for Research on Student Standards and Testing, University of California at Los Angeles; and Learning Sciences Research Institute, University of Illinois at Chicago
Details
Resource Type
Report
Acquisition Number
BE025796
Published Date
11-24-2015 2:54 PM
Published Year
2013
Number of Pages
30
Language(s)
Subscription Only
No
Abstract
States and school districts across the nation are making critical decisions about student assessments as they move to implement the Common Core State Standards (CCSS), adopted by 45 states. The Standards feature an increased focus on deeper learning, or students' ability to analyze, synthesize, compare, connect, critique, hypothesize, prove, and explain their ideas. States are at different points in the CCSS transitions, but all will be assessing their K-12 students against these higher standards in the 2014-15 school year. Based on the changing demands of today's workforce, advances in other nations, and original analysis, this report provides a set of criteria for high-quality student assessments. These criteria can be used by assessment developers, policymakers, and educators as they work to create and adopt assessments that promote deeper learning of 21st- century skills that students need to succeed in today's knowledge-based economy.
Topics
Standards
English Learners
English Learners
Assessment
Assessment