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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/massachusetts-advances-deeper-learning-through-performance-based-assessment-special-report-sep-2025/584292/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/massachusetts-advances-deeper-learning-through-performance-based-assessment-special-report-sep-2025/584292.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the Massachusetts pilot address in science assessment design?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the new assessment use technology to support deeper learning?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the assessment ensure quality and fairness in test items?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584292,1792050418,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":39,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","SPECIAL REPORT SEPT 2025  \nMassachusetts Advances Deeper Learning Through PerformanceBased Assessment  \nLauren Bloomquist  \nMassachusetts 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.  \nThis 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.  \nKey Innovation  \nThe 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.  \nMassachusetts is piloting a model in science that replaces traditional multiple-choice-heavy tests with performance tasks that consist of:  \nA storyboard.  \nAn interactive simulation in which students conduct an investigation, collect data or make observations.  \nSelected-response items and constructed-response items aligned to state standards.  \nStandards are the cornerstone of the Massachusetts assessment. Students can demonstrate  \nscientific practices and principles on these assessments —not just knowledge. The system  \nallows students to showcase their abilities and not just what they know.  \nAs 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  \ndevelopment process involves extensive review and field testing before any test question  \ncounts toward a student’s score.  \nThere are two committees made up of educators to review both content and concerns  \nrelated to bias and sensitivity. These groups work with the department to develop, review  \nand approve all test items that are on assessments. The department emphasized the work of  \nmaking all assessments culturally responsive. In this new assessment, the department sought  \nto ensure the characters featured in storylines and questions are relevant to students. In  \naddition to the formal test development process, the department also solicits feedback from  \nthe teachers who administer the new science assessment to gauge student interaction and  \ngather additional feedback.  \nTogether with teacher input, groups of districts volunteered to help develop the assessment  \nbefore field testing. These districts helped the department consider the technology, what  \naccess to technology and accommodations for certain student groups would be required,  \nbefore field testing began.  \nImplementation and Capacity Building  \nThe 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  \ntwo-year period. All fifth and eighth grade students are part of the field test, which adds a  \nsingle performance task to the slightly shortened operational science assessment. The field  \ntesting will finish with the administ","cbCaimkkmHIL0psB","https://ap.wps.com/l/cbCaimkkmHIL0psB","pdf",119259,"English","# Key Innovation\n## Deeper learning goals and technology-enhanced tasks\n## Assessment components aligned to standards\n# Test Development and Review Process\n## Teacher-led item development and field testing\n## Bias, sensitivity, and cultural responsiveness\n# Implementation and Capacity Building\n## Two-year field testing and operational timeline\n## Instructional support and ambassador program\n# State-Led Purpose\n## Goals for shifting classroom instruction\n# Next Steps\n## Field testing considerations and timing","[{\"question\":\"What problem does the Massachusetts pilot address in science assessment design?\",\"answer\":\"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.\"},{\"question\":\"How does the new assessment use technology to support deeper learning?\",\"answer\":\"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.\"},{\"question\":\"How does the assessment ensure quality and fairness in test items?\",\"answer\":\"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.\"}]","Massachusetts Advances Deeper Learning Through Performance-Based Assessment - Special Report Sep 2025 | PDF"]