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It explains how districts combine locally administered performance tasks with PACE common performance tasks, plus selective participation in the NH statewide assessment system and the SAT for high school juniors. 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S. Department of Education, and in 2018 was the second state approved to participate in the Innovative Assessment Demonstration Authority (IADA) pilot program under the Every Student Succeeds Act (ESSA) . Districts participating in New Hampshire’s Performance Assessment for Competency Education (PACE) are free of federal requirements that the same summative assessments be administered in math and English Language Arts (ELA) in grades 3-8 and that all students in the state, with some exceptions,1 participate in the same statewide assessment.  \nNew Hampshire’s expressed goal for PACE is to “structure learning and assessment opportunities that allow students to gain and demonstrate their knowledge and skills at a depth of understanding that will transfer beyond K-12 education to success in careers and college.”  \nUnlike many other assessment innovations that tinker around the edges, PACE departs radically from systems that rely on standardized, statewide annual assessments.  \nThe PACE system has a lot of moving parts including performance tasks in ELA, math, and science intended to assess the full depth and breadth of the state’s academic standards. The assessment system for the 11 districts participating has the following components:  \n• PACE. Innovative assessment system that determines student proficiency by combining scores from:  \n• Locally Administered Performance Tasks. Districts develop their own standards-aligned tasks to determine student mastery;  \n• Common Performance Tasks. Students complete a PACE Common Performance Task, which calibrates scoring and is intended to provide some degree of comparability across districts.  \n• New Hampshire Statewide Assessment System. In grades 3-8, students participate in New Hampshire’s traditional Statewide Assessment System (NH SAS) in a single subject (math, ELA, or science) each year;2  \n• SAT. All high school juniors also take the SAT in lieu of statewide summative assessments in math and ELA.  \nUnlike many other assessment innovations that tinker around the edges, PACE departs radically from systems that rely on standardized, statewide annual assessments. This poses a number of opportunities to improve instruction and boost outcomes, as well as some significant risks including a lack of comparability of results between participating districts.  \nRegardless of how successfully NH implements PACE across the state, we caution against it being a model for other states considering joining IADA. New Hampshire is relatively unique compared to states across the country: it is less demographically diverse, small in size, has few students, and has no large districts. As a result, a complex system such as PACE will likely face additional hurdles if adopted in other states.  \nOVERVIEW  \nNew Hampshire launched its Performance Assessment for Competency Education (PACE) in 2014 with a waiver from the US Department of Education under the No Child Left Behind Act as an effort to complement the state’s move towards competency-based instruction and grading. The pilot was extended in 2018 under the Innovative Assessment Demonstration Authority (IADA) contained in the “Every Student Succeeds” Act (ESSA),  \nwhich now requires NHDOE to scale PACE statewide and integrate it into the state’s accountability structures. As of the 2018-19 school year, 11 districts and 34 schools (5% of schools statewide) were implementing the PACE system in at least one subject area. Many more are exploring the program informally through professional development opportunities offered by the state.  \nOpportunities. If PACE meets the state’s ambitious goals, it may:  \n• Complement the knowledge and skills assessed under the original system by requiring students to synthesize information in multi-step problems;  \n• More readily refl","cbCaivEzm3Zyr20V","https://ap.wps.com/l/cbCaivEzm3Zyr20V","pdf",2487928,12,"English","# Executive Summary\n## Overview\n## Opportunities\n## Risks","[{\"question\":\"What is PACE and how is it used in New Hampshire?\",\"answer\":\"PACE is an innovative assessment system used by participating districts to determine student proficiency by combining scores from locally administered performance tasks and PACE common performance tasks, alongside other required assessments by grade level.\"},{\"question\":\"What opportunities does PACE aim to create for instruction and student learning?\",\"answer\":\"If goals are met, PACE is intended to support multi-step synthesis, better reflect classroom learning, provide actionable and timely information through flexible assessment timing, and reduce disruptions and anxiety associated with tightly scheduled statewide testing.\"},{\"question\":\"What major risks and challenges does the summary warn about?\",\"answer\":\"PACE may strain state and local capacity because educators need extensive training in assessment development and use of results. It also presents comparability and transparency challenges compared with traditional statewide summative systems.\"}]","New Hampshire Performance Assessment for Competency Education (PACE) - Executive Summary - January 2020 | PDF",1791065954]