Assessing Achievement Performance Measures
Performance measures must be aligned to essential, rigorous, internationally benchmarked content and performance standards that prepare students for post- secondary education and viable careers.
Performance measures must meet the highest standards of educational measurement to ensure that they are valid and reliable measures of student achievement include 21st century workplace competencies and are developed according to the principles of universal design.
English Learners must be assessed in a manner that distinguishes content knowledge from linguistic proficiency in English and in accordance with the number of years of instruction in English. Assessments for students with disabilities must incorporate the Individual Educational Plan requirements for accommodations and modifications and other testing requirements. Assessments for linguistically diverse students must evaluate such students fairly, and results should distinguish between content knowledge and linguistic proficiency.
Performance measures must be balanced and require evidence of students’ ability to reason, analyze and evaluate multiple sources of information, and solve challenging, real-world problems.
Performance measures must focus in-depth on essential standards rather than attempting to survey all precursor skills. Expectations for mastery of foundational skills must be embedded in demonstrations of higher order, essential standards required for exemplary achievement.
Performance measures should include a variety of question types and must be appropriate for the construct being evaluated. They should align to high quality teaching and learning by emphasizing constructed response items that require students to demonstrate critical thinking, reasoning, and problem solving for real-world scenarios.
Performance measures should be designed to be meaningful, relevant, and motivating to students. At the secondary level, performance measures should be aligned and streamlined with college entrance and placement criteria and industry expectations to reduce redundancy and motivate students by demonstrating the critical link to post- secondary options.
Assessment of career technical education standards should require embedded demonstrations of the application of academic standards for problem solving.
The assessment system should vary by intended purpose with local formative assessments for teachers and schools to provide current information and guidance for teaching and student learning and summative assessments, with randomized matrix sampling, to provide information about school, district and statewide performance.
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