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 What should schools plan for when designing their formativeassessment models? | By Michael King 
 
C
OMMON
C
ORE
 
THE NEW COMMON CORE ASSESSMENTS
 
 
THE NEW COMMON CORE ASSESSMENTS
What should schools plan for when designing their formative assessment models?
 byMichael D. King Additional Resource Link on Topic of Common CoreTransitioning to the Common Core According to the National Governors Association and the Council of Chief State School Officers newsummative assessments will make use of a blend of test questions and performance assessments with"sophisticated multiple-choice questions, constructed-response (or 'fill-in-the-space') questions, on-demand performance tasks, and--to the extent feasible--classroom-based performance assessments."It is the intent for those states implementing common core assessment practices to provide teacherswith support materials and tools such as curriculum frameworks, syllabi, and banks of curriculum-embedded performance tasks, and a reporting system for monitoring progress.In this process of assessment design SBAC(The SMARTER Balanced Assessment Consortium)along with state agencies will take an aggressive approach to include computerized adaptive testing. Scoring testwill involve a blend of objective machine-scored items and open-ended constructed responses scored byamalgamations of artificial intelligence and individual teacher scoring. The common cumulativeassessment would incorporate performance events of one to five days to assess the common corestandards more holistically. In the near future as the target date has been set for 2016, test structurescould involve the use of advanced computer-based simulations.
 
Use of Technology
The most pressing concern that evolves from these new ideas on assessment types is the lack of technology integration methodologies currently applied in the majority of our schools. If students do nothave the opportunity to spend sufficient time experiencing performance based task using technologythen this might impact the students ability to complete online authentic assessment task. What mayneed to occur in the near future is helping teachers build instructional units that simulate performancebased task built around rubric assessments. (See referencing articles:"Teachers' Use of EducationalTechnology in U.S. Public Schools: 2009" "Are We Ready for Testing Under Common Core State
 
Standards?") Randy Elliot Bennett, Chair in Assessment Innovation in the Research & Development atEducational Testing Service in Princeton who is currently working on ways to integrate advances incognitive science, technology, and measurement to create new approaches to assessment sums theapproach up in the following report. (Recommendations for Deploying Innovative Technologies toCreate Better Assessments.
 
Designing Methods of Assessment
A performance assessment can evaluate students who are demonstrating their skills by performingcertain tasks, or it can evaluate products that students have produced to demonstrate their knowledge
 
According to the CCSO(Council of Chief State School Officials),
 
“
performance assessments are ways to
measure students’ knowledge and skills that go beyond asking them to answer multiple
-choice or fill-in-the-space questions. Typically, students are asked to complete a hands on task that can take 40 minutesor can be completed over several class periods. For example, students might be asked to research and
write a magazine article or to conduct and explain the results of a scientific experiment.”
Performanceassessments can be activities such as science experiments and lab procedures, essays, speeches,computer programming, and so forth. Constructing performance assessment rubrics and applying theseassessment strategies to the school program will enable students to demonstrate their basic skillsthrough a real-world application.Together, the assessment task and the scoring method comprise the performance assessment. (Theperformance assessment could consist of a single task and a scoring method, or it could consist of multiple tasks and one or multiple scoring methods.) Following Messick's (1992) conceptualization (andmodifying it somewhat), performance assessments can be divided into two rough categories:
 
Task-Centered performance assessments that are primarily intended to tap into and evaluatespecific skills and competencies.
 
Construct-Centered performance assessments that are intended to tap into and sample from adomain of skills and competencies.Task-centered performance assessments tend to consist of tasks that allow little student control andspecific scoring rubrics for judging student performance on the assessment tasks. On the other hand,construct-centered performance assessments consist of tasks that may allow a fair amount of studentcontrol; they often utilize a generic scoring rubric (or some other, non-specific criteria) for judgingstudent performance.
Learning Time Devoted to the Common Core
Learning is one of the most valuable of all human activities, while time is the fundamental key to alllearning activities. Increasing the amount of time available for learning and making it more productiveare keys to improved learning. Both learning and time is central to the teachers responsibility tomanage. Yet, American students have less learning time allocated to them than do students in otherindustrial countries. The idea of time and learning describes scheduled time as the umbrella componentfrom which the allotted instructional time and learning time are achieved. Scheduled time, therefore,must be maximized so that ultimately high amounts of instructional and learning time can be obtained.
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