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D.  \nJilliam Joe, Ph. D.  \nKatherine Bassett, M. Ed.  \nDecember 2016  \nWe at the National Network of State Teachers of the Year (NNSTOY) are most pleased to share with you the latest in our series of research reports.  \nIn this report we continue our focus on the important issue of assessing our students’ learning through standardized, summative assessments. Utilizing research-based methodologies and practices, including Evidence Centered Design, Webb’s Depth of Knowledge, and survey instruments designed for this study, we convened a panel of outstanding educators to examine three assessment instruments. The study panel was composed of State and National Teachers of the Year and Finalists for State Teacher of the Year.  \nThe panel examined three assessments: the grade 5 assessments given by the states of Nevada and Oregon and the grade 5 assessment developed by the Smarter Balanced consortium, to which the states have switched.  \nThe study is a continuation of our The Right Trajectory research study released in November 2015. In this follow-up study, we focus on the Western part of our country as so many of our Western states have adopted the Smarter Balanced assessment.  \nWorking with our study partners, EducationCounsel on the policy side and Clowder Consulting on the science end, we are eager to share our results. We found that participating teachers viewed state transitions to the new consortia assessments as a positive move forward. In other words, in using these assessments, we are still on the right trajectory.  \nThe teachers identified areas for continuous improvement, such as the need to challenge our highest-performing students, the desire to minimize test length and burden while still achieving accurate measurement, and the difficulty of striking a balance between asking all students to stretch and not overwhelming them. Still, these same teachers believe that the new tests are a significant step in the right direction, and they are determined that educators and policymakers should focus together on the work ahead. They want to transform teaching and learning so that all students have the opportunity to master the knowledge and skills necessary for success in college, career and life.  \nAt NNSTOY, we believe that educators should always be at the table when education policy is being crafted, debated or modified. As professionals, we know the most about what is likely to directly impact students and the work in the classroom, both positively and negatively. We are excited to share this paper with you and look forward to working with you in bringing the voice of educators to the policy process  \nWith warm regards,  \nKatherine Bassett  \nAcknowledgements  \nNNSTOY wishes to thank the following individuals and groups for their support and contributions to this project:  \nOur Partners  \nOur partner in this work, EducationCounsel, specifically Mr. Scott Palmer, Ms. Bethany Little, Mr. Nick Spiva, and Ms. Sandi Jacobs, for their commitment to learning what a group of outstanding educators think about the trajectory that we are taking in moving to new state assessments. Their guidance, policy expertise and assistance with access to the assessments studied was invaluable, as was their overall collaboration.  \nOur science partner in this work, Clowder Consulting. Dr. Catherine McClellan is a consummate psychometrician and research scientist. Her vast knowledge of survey science, research methodology, and analytic ability made this research study possible. Dr. Jilliam Joe is a gifted facilitator of focus groups, and her analytic capabilities made unpacking data understandable and clear for laypeople.  \nWe thank both sets of partners for their patience, dedication and collaboration in this lengthy process.  \nAssessment Providers  \nAllowing an outside agen","cbCaioKend0jqn3N","https://ap.wps.com/l/cbCaioKend0jqn3N","pdf",710048,44,"English","# Grade 5 Study\n## Executive Summary\n## Overview of the Study\n## Methodology\n## Participants\n## Data Collection\n## Results\n## Concluding Thoughts\n# Appendices\n## Appendix A: Assessment Details\n## Appendix B: Survey Results\n## Appendix C: Panel Demographics\n## Appendix D: Guiding Questions for Panel Discussions\n## Appendix E: Survey of Assessment Quality Items","[{\"question\":\"What is the main focus of this report?\",\"answer\":\"The report examines assessing students’ learning through standardized, summative assessments and compares former and new state assessment approaches for grade 5.\"},{\"question\":\"Which assessments were analyzed in the study?\",\"answer\":\"The panel examined Nevada and Oregon grade-5 assessments, plus the grade-5 assessment developed by the Smarter Balanced consortium that the states switched to.\"},{\"question\":\"How did participating teachers view the transition to the new consortium assessments?\",\"answer\":\"Teachers generally viewed the transition as a positive move forward, while also identifying areas for continuous improvement such as challenging top-performing students and balancing stretch with student burden.\"}]","Still on the Right Trajectory - State Teachers of the Year Compare Former and New State Assessments | PDF",1792054708,111]