Assessment in a Common Core Era: Revolutionary or Evolutionary?

Assessment in a Common Core Era: Revolutionary or Evolutionary?

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In conjunction with the adoption and subsequent implementation of the Common Core State Standards for Mathematics (CCSSM), state-led consortia are developing next-generation assessments aligned to the CCSSM. This paper discusses the progress and plans of two main coalitions of states—the Partnership...

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Main Author: Allen M. Dimacali
Format: Article
Language:English
Published: Columbia University Libraries 2012-05-01
Series:Journal of Mathematics Education at Teachers College
Online Access:https://journals.library.columbia.edu/index.php/jmetc/article/view/738
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spelling doaj-2b34b9746bd64620ab80b0be078c2fb82020-11-25T02:04:55ZengColumbia University LibrariesJournal of Mathematics Education at Teachers College2156-14002156-13972012-05-013110.7916/jmetc.v3i1.738Assessment in a Common Core Era: Revolutionary or Evolutionary?Allen M. Dimacali0College BoardIn conjunction with the adoption and subsequent implementation of the Common Core State Standards for Mathematics (CCSSM), state-led consortia are developing next-generation assessments aligned to the CCSSM. This paper discusses the progress and plans of two main coalitions of states—the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC)— as they work to develop new and innovative assessments to measure the CCSSM and replace current state assessments. They attempt to integrate into each of their assessment systems various facets of testing (e.g., online administration, computer adaptive testing, performance-based tasks) already in existence. What is proposed to be revolutionary and innovative in testing appears more like the next evolutionary step in assessment. Scheduled for full implementation in 2014–2015, what remains to be seen is whether these assessments can accomplish two goals: (1) close the gap with NAEP and (2) replace college placement tests.https://journals.library.columbia.edu/index.php/jmetc/article/view/738
collection DOAJ
language English
format Article
sources DOAJ
author Allen M. Dimacali
spellingShingle Allen M. Dimacali
Assessment in a Common Core Era: Revolutionary or Evolutionary?
Journal of Mathematics Education at Teachers College
author_facet Allen M. Dimacali
author_sort Allen M. Dimacali
title Assessment in a Common Core Era: Revolutionary or Evolutionary?
title_short Assessment in a Common Core Era: Revolutionary or Evolutionary?
title_full Assessment in a Common Core Era: Revolutionary or Evolutionary?
title_fullStr Assessment in a Common Core Era: Revolutionary or Evolutionary?
title_full_unstemmed Assessment in a Common Core Era: Revolutionary or Evolutionary?
title_sort assessment in a common core era: revolutionary or evolutionary?
publisher Columbia University Libraries
series Journal of Mathematics Education at Teachers College
issn 2156-1400
2156-1397
publishDate 2012-05-01
description In conjunction with the adoption and subsequent implementation of the Common Core State Standards for Mathematics (CCSSM), state-led consortia are developing next-generation assessments aligned to the CCSSM. This paper discusses the progress and plans of two main coalitions of states—the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC)— as they work to develop new and innovative assessments to measure the CCSSM and replace current state assessments. They attempt to integrate into each of their assessment systems various facets of testing (e.g., online administration, computer adaptive testing, performance-based tasks) already in existence. What is proposed to be revolutionary and innovative in testing appears more like the next evolutionary step in assessment. Scheduled for full implementation in 2014–2015, what remains to be seen is whether these assessments can accomplish two goals: (1) close the gap with NAEP and (2) replace college placement tests.
url https://journals.library.columbia.edu/index.php/jmetc/article/view/738
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