[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586044-105":59,"doc-detail-586044-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-case-for-state-testing-read-online-free","THE CASE FOR STATE TESTING - read online free","","State leaders argue that statewide achievement tests remain essential for monitoring educational growth, evaluating and continuously improving systems, supporting transparency and public engagement, and signaling rich learning expectations. The paper contends that assessments must be designed for specific purposes and validated accordingly. Eliminating state tests would remove crucial information used for decision-making and for identifying inequities in students’ opportunities to learn, limiting effective support for districts and schools.",{"@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/the-case-for-state-testing-read-online-free/586044/",{"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/the-case-for-state-testing-read-online-free/586044.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the authors argue that statewide tests should continue even if federal enforcement changes?","Question",{"text":112,"@type":113},"They contend that the functions served by statewide assessments—monitoring growth, informing evaluation, enabling transparency, and signaling learning expectations—would still be needed, and eliminating tests would remove crucial information for good decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are state achievement tests different from other interim assessments for monitoring?",{"text":117,"@type":113},"State summative assessments are designed to meet rigid requirements for alignment and accessibility and undergo extensive independent review, enabling more appropriate measurement than off-the-shelf commercial interim assessments.",{"name":119,"@type":110,"acceptedAnswer":120},"What monitoring benefits does the paper associate with longitudinal growth measures?",{"text":121,"@type":113},"The authors highlight that annual testing in grades 3-8 under NCLB and ESSA provides noticeable advantages for measuring student longitudinal growth, offering insights that point-in-time scores cannot provide.","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},586044,1792651710,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"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":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","THE CASE FOR STATE TESTING  \nNational Center for the Improvement of Educational Assessment  \nMarch 2025  \nState leaders have long recognized the value of statewide tests. Many had  \nwell-developed testing systems long before the No Child Left Behind Act, signed in 2002, required annual assessments in grades 3-8. Another sign of that recognition is the recent plethora of new state testing requirements for K-3 students.  \nBut would states continue to test if the U.S. Department of Education was disbanded or stopped enforcing the testing requirements of the Every Student Succeeds Act (ESSA, the successor to NCLB)? After all, state tests come in for their share of criticism.1 State leaders often respond by citing federal testing requirements. But if enforcement diminishes or disappears, as part of the Trump administration’s promise to downsize its role in K-12 schools and “send education back to the states,” would states keep testing? Should they?  \nIT’S ALL ABOUT PURPOSE AND USE  \nIt’s a regular mantra in educational measurement: assessments are designed and validated for specific purposes and uses. As much as we may like our Swiss Army knives, we all know that they don’t do everything well. Have you ever tried to use the scissor attachment? Similarly, assessments work best when designed to fulfill a limited set of purposes and uses.  \nState achievement tests are not useful for informing classroom instruction. We have other tests and processes for that. Hence, the call for balanced assessment systems, where a coherently organized set of assessments is designed and implemented to support different purposes and uses. Statewide tests are designed and validated to support the four major purposes and uses below. We contend that these are so important that states should continue to require students to complete statewide assessments regardless of whether the federal law is enforced.  \n1. Monitoring statewide educational growth and achievement  \n2. Evaluation and continuous improvement  \n3. Transparency and public engagement  \n4. Signaling rich learning expectations  \n1 We agree that state tests need to be improved so they can better fulfill their intended purpose: improving and supporting student learning. We’ve written extensively about this. In response to the current political landscape, we’re focusing this paper on the importance of state testing, but we want to emphasize that this focus doesn’t imply that we think no changes are necessary to state testing systems.  \nPAGE 1  \nEliminating state tests would not eliminate the need for—and importance of—these functions; it would only eliminate crucial information needed to make good decisions about supporting schools.  \nMonitoring  \nStatewide standards-based achievement tests are critical tools for helping state education leaders and policymakers monitor students’ educational opportunities and outcomes. High-quality statewide achievement tests are well-suited to this vital work because they are designed and administered to yield comparable scores across students, schools, and districts. As a result, these tests provide a means for state education leaders and policymakers to monitor the achievement and growth of all students in the state.  \nYou might ask: Can any standardized test be used to monitor achievement and growth? In short, no. State summative assessments developed to meet federal requirements can monitor student learning in ways that off-the-shelf commercial interim assessments cannot. As we address in subsequent sections, state tests must meet rigid requirements for alignment, accessibility, and many other standards and undergo extensive independent review.  \nHaving a means for comparability when monitoring educational performance is crucial for evaluating the degree to which school districts provide equitable and appropriate opportunities for all students to learn and develop. Monitoring efforts—perhaps as part of accountability systems—  \nshould help state leaders identify w","cbCaielGIERG94Zp","https://ap.wps.com/l/cbCaielGIERG94Zp","pdf",132716,"English","# IT’S ALL ABOUT PURPOSE AND USE\n## Four major purposes and uses\n# Monitoring\n## Comparability and equity of opportunities\n## Longitudinal growth vs. point-in-time scores\n# Evaluation and Continuous Improvement","[{\"question\":\"Why do the authors argue that statewide tests should continue even if federal enforcement changes?\",\"answer\":\"They contend that the functions served by statewide assessments—monitoring growth, informing evaluation, enabling transparency, and signaling learning expectations—would still be needed, and eliminating tests would remove crucial information for good decisions.\"},{\"question\":\"How are state achievement tests different from other interim assessments for monitoring?\",\"answer\":\"State summative assessments are designed to meet rigid requirements for alignment and accessibility and undergo extensive independent review, enabling more appropriate measurement than off-the-shelf commercial interim assessments.\"},{\"question\":\"What monitoring benefits does the paper associate with longitudinal growth measures?\",\"answer\":\"The authors highlight that annual testing in grades 3-8 under NCLB and ESSA provides noticeable advantages for measuring student longitudinal growth, offering insights that point-in-time scores cannot provide.\"}]","THE CASE FOR STATE TESTING - read online free | PDF",1792056720,18]