Massachusetts Advances Deeper Learning Through Performance-Based Assessment - Special Report Sep 2025

Oct 15, 2026

Uploaded by Kyle

Massachusetts uses its role as a federally approved Innovative Assessment Demonstration Authority to pilot performance-based science assessments designed to deepen student learning and provide richer evidence of progress. The approach replaces multiple-choice-heavy tests with technology-enhanced tasks featuring simulations and storyboards, allowing students to apply scientific practices, not only recall knowledge. The design is teacher-informed, includes bias and sensitivity committees, and integrates field testing and capacity-building through an ambassador program, with operational readiness targeted for 2027.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Key Innovation

Deeper learning goals and technology-enhanced tasks

Assessment components aligned to standards

Test Development and Review Process

Teacher-led item development and field testing

Bias, sensitivity, and cultural responsiveness

Implementation and Capacity Building

Two-year field testing and operational timeline

Instructional support and ambassador program

State-Led Purpose

Goals for shifting classroom instruction

Next Steps

Field testing considerations and timing

SPECIAL REPORT SEPT 2025 Massachusetts Advances Deeper Learning Through PerformanceBased Assessment Lauren Bloomquist Massachusetts is using its role as a federally approved Innovative Assessment Demonstration Authority state to pilot performance-based assessments that deepen student learning and provide richer insight into student progress. This case study highlights an innovative approach to leveraging assessments that lead to more meaningful teaching and learning. The real innovation doesn’t lie in the federal flexibility but in the state’s long-standing commitment to high expectations and authentic learning experiences that serve all students. With an eye toward innovation, Massachusetts set out to create a new science assessment for fifth and eighth grades. The new assessment emphasizes high-level thinking through technology-enhanced performance-based tasks that represents a shift from a good science assessment to a great one. Key Innovation The new assessment is designed to support the department’s deeper learning goals for all students. Deeper learning is defined as mastery of challenging standards, modern skills and authentic, relevant work. The science assessment leverages technology by providing students the opportunity to use simulations and a storyboard to conduct experiments and then answer questions about what they have learned. This provides a chance to approach assessing standards in a way that mirrors the dynamic learning that takes place in the classroom. The computer-based performance tasks actively engage students in simulated science experiments where they apply findings to answer questions. Massachusetts is piloting a model in science that replaces traditional multiple-choice-heavy tests with performance tasks that consist of: A storyboard. An interactive simulation in which students conduct an investigation, collect data or make observations. Selected-response items and constructed-response items aligned to state standards. Standards are the cornerstone of the Massachusetts assessment. Students can demonstrate scientific practices and principles on these assessments —not just knowledge. The system allows students to showcase their abilities and not just what they know. As a state that develops all its test questions rather than outsourcing them, the design process relies on teacher input. The general Massachusetts Comprehensive Assessment System test development process involves extensive review and field testing before any test question counts toward a student’s score. There are two committees made up of educators to review both content and concerns related to bias and sensitivity. These groups work with the department to develop, review and approve all test items that are on assessments. The department emphasized the work of making all assessments culturally responsive. In this new assessment, the department sought to ensure the characters featured in storylines and questions are relevant to students. In addition to the formal test development process, the department also solicits feedback from the teachers who administer the new science assessment to gauge student interaction and gather additional feedback. Together with teacher input, groups of districts volunteered to help develop the assessment before field testing. These districts helped the department consider the technology, what access to technology and accommodations for certain student groups would be required, before field testing began. Implementation and Capacity Building The department has taken its time in developing the assessment to make sure they get it right rather than just done. The process has included field testing the tasks and questions over a two-year period. All fifth and eighth grade students are part of the field test, which adds a single performance task to the slightly shortened operational science assessment. The field testing will finish with the administ

FAQs

What problem does the Massachusetts pilot address in science assessment design?

The pilot replaces multiple-choice-heavy testing with performance tasks that measure what students can do, emphasizing mastery of challenging standards and authentic, relevant work.

How does the new assessment use technology to support deeper learning?

It uses simulations and a storyboard to let students conduct investigations, collect data or make observations, and then answer questions based on what they learned.

How does the assessment ensure quality and fairness in test items?

The state develops test questions with extensive review and field testing, and uses educator committees to address bias and sensitivity while seeking culturally responsive relevance in storylines and questions.

Oct 15, 2026

Uploaded by Kyle