LM Oct.2017

the current design of assessment systems focuses too much on multiple choice tests at the cost of not adequately measuring a student’s ability to engage in and complete complex thinking and problem-solving tasks.

Dr. Art Fessler Superintendent of Schools CCSD 59

Dr. Josh Carpenter Executive Director of Student Growth and Accountability

Assessing Student Growth in the 21st Century diagnostic, progress monitoring, and outcome), and how the development and integration of a comprehensive assessment solution will result in the productive use of data to improve

OurMission: The mission of CCSD59 is preparing students to be successful for life. We recognize students in this era will be entering a workforce that will require a modern skillset and knowledge to compete successfully in the global workplace of tomorrow. These skills include the ability to access, analyze, and apply information, civic and global responsibility, collaboration, effective communication, critical thinking, creativity, problem solving, self-awareness, and determination and perseverance. It is our challenge, privilege, and responsibility to ensure that every student in every school leaves CCSD59 with these skills and competencies; however, developing a comprehensive assessment solution that measures soft skills, annual growth, and CCSS attainment in meaningful ways presents a formidable challenge. TheChallengeof Meaningful Assessment An important, yet difficult, factor in ensuring our students are prepared for the next stages in life is to effectively assess student growth through multiple measures. Student assessment, whether by standardized or classroom-based measures, is an important factor in teaching and learning. Effective assessments not only provide a reliable and valid measure of student growth, but also provide important

instruction, reduce the redundancy of assessment, and create seamless integration of student support (Brooke, 2017). This requires a level of assessment competency and design that is surprisingly lacking in most school systems. In recent years, many experts have questioned whether the current design of assessment systems focuses too much on measuring students’ ability to recall discrete facts using multiple choice tests at the cost of not adequately measuring a student’s ability to engage in and complete complex thinking and problem-solving tasks (Partnership for 21st Century Skills, 2014). Outside observers of the U.S. school system have been quick to note potential shortcomings, claiming that narrowly focused, high-stakes assessment systems produce at best only illusory student gains (Ridgway, McCusker & Pead 2004). The end result of an over emphasis on any single assessment is an increasing gap between the knowledge and skills students are acquiring in schools and the knowledge and requisite skills to succeed in an increasingly global, technology- infused 21st century workplace (Partnership for 21st Century Skills, 2014). In short, standardized assessments are not designed to measure how well students apply what they know to new situations or evaluate how students might

information to inform teacher planning and practice. Teachers and administrators must understand the purpose of four major types of assessments related to instructional planning (screening,

In short, standardized assessments are not designed to measure how well students apply what they know to new situations or evaluate how students might use technologies to solve problems or communicate ideas.

use technologies to solve problems or communicate ideas, but rather, standardized assessments are designed to largely summarize information

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