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The article explains how No Child Left Behind increased reliance on high-stakes end-of-year exams and contributed to backlash, including proposed limits on testing time. 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What’s involved in stepping up to that challenge?  \nBy Robert Rothman and Scott F. Marion  \nROBERT ROTHMAN ([robertrothman2@gmail.com](robertrothman2@gmail.com);  \n@RothmanR) is a Washington, D.C.-based education writer. SCOTT F. MARION ([smarion@nciea.org](smarion@nciea.org); @ScottFMarion) is executive director of the National Center for the Improvement of Educational Assessment, Dover, N. H.  \n34 Kappan May 2016  \nAssessment has long had a prominent—and controversial—role in American education, and that’s never been more true than today. But a new federal law gives states and districts an opportunity to move assessment forward.  \nSince the passage of the No Child Left Behind Act 15 years ago, state tests have played an outsized role in schools. The goal of the law was to create incentives for educators to focus on student achievement, but the law defined tests as the sole measure of outcomes. As a result, schools faced enormous pressures to raise test scores, which shaped classroom practice as teachers focused on the material in the tests and spent time on test preparation activities.  \nThe heavy emphasis on end-of-year summative tests sparked a backlash. In recent years teachers have raised strong objections to using tests to evaluate teaching practice. Numerous parents in states like New York and Colorado “opted” their children out of taking certain standardized tests. Parents and educators alike decried“over-testing,” concerned that tests and test preparation were taking up too much classroom time. The chorus grew so loud that the U.S. Department of Education in 2015 proposed a cap—2% of instructional time—on testing and encouraged states and districts to review their testing programs with an eye toward reducing test requirements.  \nThe Every Student Success Act (ESSA), the successor to NCLB enacted in December 2015, contains several provisions that could address concerns about testing. The law allows states to use measures in addition to tests in school accountability systems, which could reduce pressure on schools to raise test scores at the expense of other actions that could improve learning.  \nPerhaps more importantly, the law authorizes a pilot program that would allow up to seven states to develop innovative assessment and accountability systems that could incorporate new measures of student performance. These new measures could support student learning rather than detract from it, as critics charge current state tests do.  \nInnovations in assessment  \n“New” assessments are not really new. States and districts have experimented with alternatives to traditional standardized tests for decades, with mixed results.  \nPerhaps the most active period for assessment innovation was inthelate 1980sand early 1990s, when a number of states putin place new performance-based assessmentsand other models. These assessments were aimed at tapping a broader range of student abilities than conventional tests and at creating incentives for teachers to focus on abilities like critical thinking and problem solving.  \nFor example, Vermont and Kentucky introduced portfolios to assess students on the basis of classwork overtime; Maryland, Wyoming, and Connecticut developed  \nThinkstock/iStock  \ntests that asked students to engage in complex projects; and a number of states added open-ended items and extended writing prompts to their assessments.  \nWhile these assessments produced some improvementsin student learning, they also encountered significant challenges. Specifically, many assessment systems were challenged on technical quality issues; some were not feasible or affordable on a large scale, and some faced political opposition from critics who considered them too subjective or not rigorous enough. In the face of the","cbCaiaF1Ax5XDUES","https://ap.wps.com/l/cbCaiaF1Ax5XDUES","pdf",171069,"English","# The Next Generation of State Assessment and Accountability\n## Shift from NCLB High-Stakes Testing\n## ESSA Provisions for Broader Accountability\n## Innovations in Assessment\n## ESSA Demonstration and Pilot Program","[{\"question\":\"What problem with testing does the article describe under the Every Student Succeeds Act (ESSA) compared with NCLB?\",\"answer\":\"The article describes how NCLB focused outcomes on test scores alone, creating pressure that shaped classroom practice around test preparation. ESSA allows states to add other measures to reduce that pressure.\"},{\"question\":\"How does ESSA enable states to change accountability systems?\",\"answer\":\"ESSA lets states use measures in addition to tests within school accountability systems. It also authorizes a pilot program for innovative assessment and accountability approaches.\"},{\"question\":\"What kinds of assessment innovations are discussed in the article?\",\"answer\":\"The article reviews performance-based approaches such as portfolios, complex projects, open-ended and extended writing tasks, computer-administered items targeting higher-order thinking, and curated task banks for performance tasks.\"}]","ESSA - The next generation of state assessment and accountability | PDF",1791065961]