Alternative Assessment. INSTITUTION North Central Regional Educational Lab., Oak Brook, IL

DOCUMENT RESUME

ED 351 346 TM 019 148

AUTHOR Stefonek, Tom; And Others TITLE Alternative Assessment. INSTITUTION North Central Regional Educational Lab., Oak Brook, IL. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 91 CONTRACT RP91002007 NOTE 13p. PUB TYPE Collected Works Serials (022) JOURNAL CIT Policy Briefs; n15-16 spec iss 1991

EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Educational Assessment; *Educational Change; Educational Objectives; Educational Research; Elementary Secondary Education; *Evaluation Methods; Measurement Techniques; *State Programs; *Student Evaluation IDENTIFIERS *Alternative Assessment; Interactive Teaching; *Performance Based Evaluation; Reform Efforts

ABSTRACT This special double issue focuses on the issue of alternative assessment and its place in educational reform. "Alternative Assessment: A National. Perspective" (T. Stefonek) emphasizes that the fundamental purposes of new assessment methods are grounded in educational goals, meaningful outcomes, and curricular and instructional programs promoting life-long student learning, rather than in the measurement process. An emerging question is whether complex, realistic, and time-consumingmeasures can be used in traditional ways to evaluate all students on a statewide basis. Authentic assessment will be truly authentic when it has progressed to the point where outcomes, curriculum, instruction, and student evaluation are integrated to meet society's educational needs and provide evaluation information. Next, the section, "Regional Actions and Agendas," presentsa summary of state assessment initiatives. A Guest Commentary, "The Golden Age of Assessment" (E. Roeber), a review of new forms of assessment is presented along with two other commentaries:(1) "Assessment: More than a Tool--A Driving Force in Educational Reform" (N. Fulford),a discussion of educational changes that must accompany alternative assessment; and (2) "An Opportunity for Interactive Teaming" (E. Rose), a discussion of ways to further the collaboration and school inclusion movements of the 1980s. (SLD)

**************************************************************k***** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** IttitPolicy Briefs

Number15 A 16, 1991'.Specral Double Issue A Publication of r e North Central Regional EducationaliabOratory

U.S. DEPARTMENT Of EDUCATION Office or Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER fERICI This document hes been reproduced as received from the person or organization originating it Alternative Assessment L3 Minor changes have been made to improve reproduction quality

Points of view o opinions stated in this docu- A National Perspective ment do not necessarily represent official OERI position or policy by Tom Stefonek,WisconsinDepartment of Public Instruction

A ccording to many people, "alternative assess- Fred Newmann, Director of the National Center ment" refers to virtually any form of evaluation on Effective Secondary Schools, argues, "To avoid other than traditional paper and pencil, machine- continued testing of meaningless performances, we scored, or multiple-choice tests. These new meth- need a clearer conception of authentic academic ods, often labeled "performance" assessments, achievement. By examining differences between incorporate characteristics intended to provide trivial school tasks (e.g., giving definitions of bio- more valid information on student performance in logical terms) and more meaningful performance in relation to important knowledge and skills. During non-school settings (e.g., completing a field survey the past few years, a number of experts have de- of wildlife), we can develop criteria for authentic scribed their views regarding the essential charac- academic achievement." Like many others, New- teristics of these newer assessment methodologies. mann asserts that authentic cognitive work involves As the following statements indicate, there is sub- disciplined inquiry that integrates and produces stantial agreement among their descriptions. knowledge, rather than reproduces fragments of Allen Collins, Principal Scientist at BBN Labo- information others have discovered. Policy Briefs are ratories in Cambridge. Massachusetts, maintains As various descriptions of authentic assessment that new assessment methods should emphasize are considered, it is apparent that the fundamental reports on the learning and thinking, especially higher-order purposes of these new methods are grounded not in status of current thinking skills such as problem-solving strategies, the measurement process, but in educational goals, meaningful outcomes, and curricular and instruc- Issues in education self-regulatory strategies, and learning strategies. In addition, he believes the tests should require Lional programs designed to promote lifelong stu- from a national students to generate their own answers;serve a dent achievement and learning. perspective, variety of purposes such as student motivation, di- Whether or not one accepts all the negative evi- agnosis, placement., reporting, and evaluation; and dence regarding the performance of American stu- descriptions of be valid with respect to their purposes. dents and the "death of the public schools," there is actions and Grant Wiggins, Director of Research for Con- widespread agreement that American students must learn more and must be able to apply knowledge to agendas in the sultants on Learning, Assessment, and School Structure (CLASS), advocates authentic assess- challenging, real-world problems and situations in NCREL region, ments that involve meaningful tasks at which stu- creative, cooperative ways. One of the greatest con- commentaries by dents should learn to excel. He contends that these tributions of authentic assessment is the emphasis it tests should simulate the challenges facing adults or places on carefully considered educational goals experts from their workers; must consist of challenges that require and valued, meaningful outcomes measured in particular point of knowledge in use and good judgment;focus on ways which reflect genuine life and work situations. view, and resources students' ability to produce a quality product or One of the continuing challenges of alternative performance; involve de-mystified tasks and stand- assessment is the development of inc'iods of as- for further ards; and create a new type of positive interaction sessment which are direct measures of the knowl- information. between the assessor and assessec. edge and skills which students are intended to

2 BEST COPY AVAILABLE possess and to demonstrate. It is apparent matics testing time is approximately nine "Authentic assessment" will become that many possibilities exist, including hours per student, reflecting the greater truly authentic when it has progressed to portfolios of student work; student pro- care, more complex content and method- the point where outcomes, curriculum, files developed by staff over time; pro- ology, and increased importance of the instruction, and student evaluation are duction of science, art, electronic media, new forms of student evaluation. Con- integrated into a total system which meets and other products; student demonstra- necticut's work in the area of perform- both the educational needs of our society tions of speaking, dance, athletics, music, ance assessments in science, mathematics and provides the evaluative information and other skills; individual and team re- and other content areas has been cited as required to maintain fuller confidence search projects; applied scientific experi- innovative assessment in a low-stakes and political support. ments and projects; and field surveys and setting, while Kentucky's major new edu- community involvement activities. cational reform movement is heavily de- Many district and state initiatives are pendent upon approximately 70 valued Timely information regarding state pro- based on new assessment methods and an outcomes reflecting six learning goals grams in this rapidly changing environ- expanded concept of the integral relation- framed in measurable terms. ment can be obtained from the newly ship among curriculum, instruction, and One emerging question is whether formed "Student Assessment Exchange." assessment. Student writing samples, one complex, realistic, and time consuming Contact Edward Roeber, Council of of the earlier forms of performance as- measures can be used in traditional ways Chief State School Officers, 379 Hall of sessment, has been common in states and to evaluate all students on a statewide the State, 400 North Capitol Street, districts for many years. In the 1980s new basis. While promising developmental work Washington, DC 20001 -1511; telephone forms of reading assessment utilizing has been accomplished in many states, (202) 624-7700. longer and more complex passages and numerous issues have yet to be resolved, requiring increased inferential reasoning including validity and reliability of as- skills were initiated in states such as Illi- sessment methods; student, school, and Tom Stefonek is Director of the Bureau nois, Michigan, and Wisconsin. district comparisons; high-stakes decisions for Education Statistics and Testing, Among more recent efforts are Ver- affecting the lives of students; required Wisconsin Department of Public physical equipment; scoring procedures; mont's writing and mathematics assess- Instruction, Madison, Wis-onsin. ments which include student portfolios, a and staff development. "best piece" of work for students, and a Robert L. Linn, University of Colo- uniform test. This system, like many of rado at Boulder, has pointed out that in References its type, is heavily dependent upon district order to reach current high expectations, Collins, A. (1990). Reformulating testing staff participation and requires extensive performance assessment must meet ex- to measure learning and thinking. In staff development work as an integral part panded criteria for evaluating student per- N. Fre-derickson, R. Glaser, A. Lesgold, of the process. formance systems (i.e., assessment & M.G. Shafto (Eds.), Diagnostic Other examples include New York's developers and users must be cognizant monitoring of skill and knowledge every-pupil, "hands on" science assess- of both intended and unintended conse- acquisition (pp. 78-9).Hillsdale, ment; California's student-generated re- quences); they must understand the de- sponses to open-ended test items in gree of generalizability and transfer NI: Lawrence Erlbaum Associates. several subject areas;and Maryland's possible to performance on related tasks; Linn, R.L. (1990). Performance Assess- major assessment initiative in language and must include the element of fairness ment:Living up to expectations. arts and mathematics in 1991 and pro- in relation to the amount and types of Policy Briefs, 10-11, 5. Elmhurst, IL: posed new assessments in science and assessment problems used and the resul- North Central Regional Educational tant high-stakes decis ons which may se- social studies in 1992. Maryland's read- Laboratory. ing, writing, language usage, and mathe- riously affect students' lives (1990).

Page 2 Regional Actions & Agendas Illinois and eleven and place it at other grade design of the tests, are determined by the levels. State Board of Education. The Illinois State Board of Education (ISBE) administers statewide process as- Future Future sessment in the areas of writing and read- Illinois' future plans for implementing Three efforts to include performance assessing to all third-, sixth-, eighth-, and alternative assessment programs include ment as part of a comprehensive state and eleventh-grade students. The reading as- a variety of activities: local assessment program are underway. sessment makes use of full-length pas- A group of reading researchers from Indiana's writing sample is being re- sages drawn from the texts teachers use across the country met in late October vised in several ways. A plan is in for instruction. Questions accompanying to develop a proposed assessment blue- place to change the existing timed the texts are multiple-choice items which print Following this planning meeting, prompt to a process writing approach may have one, two, or three correct an- three group representatives met with which will occur over a three-day pe- swers. In addition, ISBE is considering twelve reading specialists and educa- riod. The same prompt will be given to the use of open -ended items in a "writing- tors from Illinois to review and possibly all grade levels tested, and initial work in-response-to-reading" format. The ear- revise the preliminary blueprint for an has begun on the development of a liest these considerations would be acted alternative, large-scale reading assess- K-12 (and beyond) developmenta; writing scale to be used across grade on in the form of a statewide pilot assessment. levels. The next two years will involve ment would be 1993. Educational Service Center staff who pilot testing. This summer, ISBE co-sponsored a attended the summer workshops will training session for 100 Education Serv- pilot programs in at least one district During the spring of 1991, the Depart- ment, in conjunction with C Ill./McGraw- ice Center (ESC) staff and consultants. in their region using the training mod- ule provided at the workshops. Hill, conducted a pilot of four forms of The purpose of this program was to train eighth-grade, open-ended, mathematics ESC staff to empower school personnel A committee will be appointed to in- vestigate the issue of distributing state- problem-solving exam. Results were to evaluate and restructure their assess- encouraging and state educators plan ment programs. Trainers encouraged the wide assessment across grade levels. Possible solutions which will allow for to expand the exam to two additional use of performance/process assessment the reliable assessment of all funda- grade levels (grades 4 and 10) over the methods as part of Districtwide Assess- mental learning areas within the man- next two years. ment Systems. The training program was dated five-hour time limit will be A statewide inservice effort is under based in part on the Assessment Vide- evaluated and the results shared with Su- way to improve teachers' skills in con- otape Series developed by Rick Stiggins perintendent Leininger. ducting classroom assessment, includ- at the Northwest Regional Educational ing performance assessment. This Laboratory. Training modules have been Indiana program is adapted from Richard Stig- gins' work at the Northwest Regional developed to accompany the program. All future student assessment in the state Educational Laboratory. Legislation of Indiana will be based on "essential" There are no legislative efforts which fo- knowledge and skills (e.g. what students Resources cus on the implementation of alternative must know and be able to do).Major For information concerning the writing assessment. However, two pieces of leg- stakeholder groups have been involved in assessment, contact Sheila Ewing, (317) islation passed in 1991 do impact state identifying these skills over the past year in 232-9057. For n ormation concerning the and local assessment. The first mandated such areas as mathematics, language arts, mathematics pilot, contact Donna Long, the return of individual scores as part of social studies, and science. Plans are also (317) 232-9057. For information concern- the current statewide assessment pro- in place to identify life and employability ing the Classroom Assessment Workshops, gram. The second put into effect a new skills to complete the list. Some of these contact Robert Fallon, (317) 232-9144. "outcomes-based" accreditation system skills will require alternative forms of ICS - which focuses on student achievement. mem. The skills to be assessed will deter- Iowa Legislators also discussed the introduc- mine the form of assessment to be used. The Iowa Department of Education has tion of legislation which would reassign Legislation formed a partnership with 15 other states grade levels for statewide assessment. There is no mandate in law that requires and six metropolitan school districts in This legislation would move some of the the state to conduct performance assess- the New Standards Project, funded by the burden of the mandated five hours of as- ment. Subject areas to be tested, and the MacArthur Foundation and the Pew sessment from grades three, six, eight, Charitable Trusts. The goal of the project

Page 3 ments in mathematics and music may be is to create an examination system that alternative assessments are being devel- conducted in 1993 as part of an integrated prepares students for the challenges of the oped for use in the areas of employability 21st century. The project received $2.5 skills and science. As the concept of the curriculum. million for the first 18 months which runs workplace broadens and as student and Legislation through June 1992. adult demographics for Michigan and the Minnesota legislation requires districts to Several local school administrators nation change, vIEAP staff are working to assess students using alternative,stand- also are supporting alternative assess- develop what is known as the Employ- ardized, and/or state tests. Each district ment measures by encouraging teachers ability Skills Portfolio. In this personalized must participate in statewidetesting to incorporate student portfolios, writing system of external and self-assessment, every three years. samples, records of student participation students must "discover," "document," in school and community activities, results and "develop" their employability skills. Future from standardized tests, and their own The portfolio is one tool to assist students A proposed Graduation Rule based on demonstrated performance across an ar- classroom tests into their assessment pro- in integrating and recording their educa- ray of outcomes is being considered as an grams. tional experiences. In the area of science, MEAP staff are alternative to the current system based on Legislation developing assessment modules that will Carnegie units.Sixty-five "competen- The Iowa Legislature has appointed an include multiple-choice, constructive re- cies" have been identified and spread Educational Reform Committee which sponse, and performance assessment across seven "outcomes." Documented includes legislators and lay citizens to items. These materials are being devel- performance assessment would be used study alternative assessment and other oped through a collaborative venture with to measure student demonstrations of educational issues. Illinois and California. proficiency against standards. Twenty- eight public information meetings con- Michigan Minnesota cerning the Graduation Rule are scheduled for this fall, and given favor- Performance assessment has been a part of The Minnesota Department of Education able response, the proposal will enter the many of the assessment activities in the has committed itself to supporting and legal rule-making process in 1992.In Michigan Educational Assessment Program facilitating education that is outcomes- (MEAP) over its more than 20-year history, anticipation of the Graduation Rule, pro- based.This commitment translates to ficiency levels have been identified for beginning with Office performance as- providing collaborative training through- each of the competencies, and model assessment in 197/,. Currently, in the area out the state which emphasizes curriculum, sessments are under development. of mathematics, alternative forms of as- instruction, and assessment practices that sessment are being developed and pi- facilitate the goals and philosophy of out- Resources loted. For example, the fall 1991 version comes-based education. The state maintains an electronic bank of of the MEAP Essential Skills Mathemat- The Statewide Assessment Program, traditional and non-traditional assessment ics Test included a constructive response which has been in use over the last three and evaluation tools, techniques, and item. testing cycles (12 years), collects writing support materials called MIDEBANK. Alternative assessments are also being samples over a three-day period to model While the bank's traditional "holdings" used to measure reading performance. A exemplary writing process. The samples are refined and improved continually, Classroom Assessment Packet has been are scored at the state level,using trained, new development is almost exclusively developed by MEAP and the Instruc- local district personnel. All districts are in the areas of alternative assessment, tional Specialist Program (ISP) with the required to use this assessment for local including performance items, scoring assistance of the Michigan Reading As- program evaluation. guides, and other support materials for sociation. It introduces alternative ways A statewide performance assessment assessment and program evaluation. A of assessing a student's reading perform- in science was conducted at three grade music CD has been developed for use ance in the classroom setting. Construc- levels during the spring of 1991.The with the MIDEBANK disc. tive response also is being developed as assessment involved students in a variety In addition to MIDEBANK, videotapes part of the Essential Skills Reading Test. of lab skills such as measuring, weighing, on writing scoring and science perform- Legislation observing, and reporting.Additional ance are available. An assessmentand There is no legislation regarding alterna- statewide assessments, which will in- program evaluation manual is being com- tive assessment measures at this time. clude a performance component, are pleted, as well as an administration manual planned for 1992 in visual arts and social that will be available in the fall. Future studies.Statewide performance assess- In addition to reading and mathematics,

Page 4 BEST COPY AVAIARE 5 Ohio Future Wisconsin The Ohio Department of Education has In 1983, Ohio school districts were re- Wisconsin has had Competency-Based identified the following activities as next quired to begin implementing compe- Testing (CBT) for many years. This year, steps: tency-based education programs in Wisconsin's Department of Public In- reading, English composition, and Collaborate with 49 teacher education struction (DPI) has included funding for mathematics. Program components in- institutions to improve the preservice the development of a tenth-grade "Gate- clude appropriate assessment and inter- and inservice opportunities for prospec- way Assessment" in their budgets for fiscal tive and practicing tea.!iers to gain in- vention according to student need. A wide years 1991 and 1992. They plan to incor- creased skill in classroom performance variety of assessment techniques, includ- porate alternative assessment methodolo- assessment; ing performance assessment, provide in- gies into this assessment to the fullest formation useful for one of the following Complete state models for compe- extent possible. tency-based education programsin- purposes: instructional and/or interven- cluding assessment methodsin Legislation student/program evalu- tion decisions; English/language arts, science, and so- State educators are pursuing legislation to ation;promotion/retention decisions; cial studies (the model for mathematics reactivate the performance-based "Inter- and guidance-related decisions. Full im- has been disseminated already); and mediate Milestone Exams" into the state- plementation was required by 1989-90. Continue to collaborate with leaders wide education program. Eight school districts serve as state- of the Education Coalition organiza- Future funded demonstration sites for the tions and key members of the General The Wisconsin Department of Public In- "Classroom of the Future" project. Assembly to construct a total assess- Among the many project objectives is the ment system that supports improved struction plans to develop purposes and expectation that curriculum-based per- classroom assessment, including use of general specifications for the Gateway formance assessment will provide contin- many techniques, permits meaningful Assessment through a consensus building ual feedback necessary to maximize aggregates of those assessments at the process. All educators in the state will be learning for each student. building and district levels, and pro- involved in identifying common goals As one of the requirements for gradu- vides state accountability and national and building understanding and agree- ation in 1993-94, students must pass the benchmark data necessary to inform ment on the procedures, purposes, and Ninth-Grade Proficiency Tests in four ar- state and local policymakers and di- outcomes of assessment. These plans also verse groups of stakeholders eas. For the writing exam, students must will include education and staff develop- produce two writing samples in response Resources ment. to state-developed prompts. In addition For information regarding "Classroom of Resources to selecting prompts, Ohio educators help the Future" or Competency-Based Edu- The Wisconsin DPI's budget for fiscal to develop the holistic scale and select cation "Model Programs," contact year 1992 includes provisions for one range finder papers used in scoring the Nancy A. Eberhart, Director, Division of full-time equivalency position plus writing. Curriculum, Instruction, and Professional $75,000.The fiscal year 1993 budget Development, Ohio Department of Edu- III Legislation provides for the same position plus cation. In response to a recommendation by the .:,125,000. These monies will be used in For information regarding collabora- State Board of Education, the General combination with other resources to look tive efforts with Ohio teacher education Assembly is expected to add science as a at developmental possibilities. institutions, contact Jerry L. Klenke, Di- fifth area of the Ohio Ninth-Grade Profi- rector, Division of Teacher Education ciency Tests.At a minimum, the first and Certification, Ohio Department of science test will include "enhanceArmul- Education. tiple choice type questions. For more information regarding cur- Some members of the General Assem- rent statewide student testing programs bly are studying the feasibility of repeal- and/or possible changes in those pro- ing current legislation that requires the grams, contact E. Roger Trent, Director, use of standardized achievement and Division of Educational Services, Ohio ability tests at four grade levels, and pos- Department of Education. sibly replacing these tests in one or more grades with criterion-referenced (proficiency) tests in reading, writing, mathematics, citizenship, and science.

Page 5 Guest Commentary The Golden Age of Assessment by Edward Roeber, Council of Chief State School Officers

it certainly is an interesting time to be The exercise, involving participants from cilitate and coordinate the work in inno- working in student assessment! Never ten states, demonstrated that different vative assessment in a variety of subject has so much interest. been shown both in states' writing prompts can be calibrated are .s. CCSSO received funding for 'he more frequent and varied forms of student to other states' standards. In addition, 22 project from the Office of Educational assessment. New program ideas abound states and local districts met during the Research and Improvement (OERI) and a and student assessment suddenly has summer of 1991 to begin generating the subcontract to the UCLA Center for Re- been discovered in Washington, DC, and student performance tasks, projects, and search on Evaluation, Standards, and Stu- across the country. If student assessment portfolios which will be used to define dent Testing (CRESST). isn't the solution to what ails our country student outcome standards.The 450 With the many new programs under and our educational system, then cer- teachers and curriculum specialists that development, opportunities to work col- tainly it must be the villain! In fact, it may participated made an excellent start in this laboratively proliferate. The Council hopes be both problem and solution since new defmition. to encourage different groups and indi- forms of assessment are needed to change At the same time, a variety of "new" viduals to openly share ideas and infor- what and how students are taught. The assessment procedures are being devel- mation, and through this, to work together "S-word" in Washington, DCstand- oped and tried. In fact, it is surprising to to develop assessment resources which ardsencompasses all of this and more. see the range and number of trialefforts all can share and use. New forms of assessment are under under way across the country: It is truly a marvelous time to be working in student assessment!Old development in many states, local school Large-scale assessment programs are ideas and assumptions are being chal- districts, colleges, universities, research being developed and implemented us- centers, and organizations. Under the name ing open-en led or extended response lenged, both from a curricular and a tech- of authentic, alternative, or performance exercises. nical standpoint, all at a time when the learning needs of students have not been assessment, or a variety of other names, ImIividually administered exercises higher. The task before us as educator is many groups and individuals are trying to are being given to all students at one define different and/or higher levels of or more grade levels in statewide as- to help assure that our students learn expectations for students, as well as to sessment programs. much more of what they need to be successful and competitive on the job; our devise better ways of measuring student Portfolios, once strictly the domain of task as assessment specialists is to help performance.Existing assessment pro- classroom teachers, are being consid- gramsranging from local school dis- ered on an everypupil basis in several develop the methods and materials for trict or statewide programs to national states. Interestingly, they are not be- assessment which will support the quality assessment programs such as the National ing considered just for writing, but for instruction our students should receive. Assessment of Educational Progress mathematics, reading, science, and To succeed, we must remain open to new (NAEP)are setting higher levels of ex- workplace readiness, as well. methods of assessing students and not be pectations and trying new methods of as- A variety of extended tasks, to be car- so "wedded" to old techniques. If ever sessment. ried out by individuals or groups of there was a golden age of assessment, it One of the best illustrations of this students, some over several hours, is now! movement is the aptly named New Stand- days, weeks or months, are being de- ards Project, a program to set higher, veloped in areas such as mathematics, reading, science, and social studies. more meaningful standards for students and to measure these standards in more Perla-. lance assessment in the arts, Edward Roeber is Director of Student authentic ways. This project, co-spon- science, and other areas are once again Assessment Programs, Council of Chief sored by the University of Pittsburgh's under serious consideration. State School Officers. He can be Learning Research and Development All of this activity is one major reason contacted at 379 Hall of the State, 400 Center and the National Center for Edu- why the Council of Chief State School North Capitol Street, Washington, DC cation and the Economy, began with a Officers (CCSSO) recently established 20001, or at (202) 624 -7700. calibration exercise in tne area of writing. the Student Assessment Exchange to fa-

Page 6 Commentary Assessment: More Than a ToolA Driving Force inEducational Reform by Nancy Fulford, NCREL

A s we explore alternatives to stand- oped which reflect changes in instruction, improvement, standards, cuniculurn, in- ardized testing and uses for these the increasing variety of assessment pro- structional content, and assessment meth- alternatives, we also create a need for cedures, as well as current research on ods must all be in alignment and acceptable changes in such areas as teacher training both instruction and assessment These to the "community" as a whole. and education, school administration, and courses should address such questions as Classroom Adjustments.Alter- parent in volvedent.Some of these the use of technology in assessment, in- native assessment methods may require changes include the following: cluding computers, computer networks, additional time to conduct and interpret. Colleges and universities must de- and video techniques. Therefore adjustments in actual sched- velop new, more appropriate courses inservice Training and Assis- ules, as well as expectations, need to be in assessment and its effective utiliza- tance.Regional educational service built into the assessment plan. Such as- tion. centers and staff development centers, sessments require more interaction be- A variety of educational agencies state educational agency staff, and coor- tween the student(s) and the assessor. must provide ongoing assistance and dinators of staff development in local Such methods also must be repeated at inservice training for teachers on alter- school districts need to provide assis- more frequent intervals or be ongoing as native forms of assessment and their tance, practice, and ongoing staff devel- part of a truly developrn ental learning uses. opment for teachers as they learn new process for both the student(s) and the Administrators must be trained to im- instructional and assessment methods. teacher. As part of this process, students plement new procedures and utilize The same assistance will be needed as must understand the purpose and the in- data collected from alternative assess- schools begin to develop and administer terpretation of the results. If used appro- ment methods. their own tests.Consequently, such priately, assessment can be incorporated New methods of assessment must co- groups must be familiar with the wide into classroom instruction rather than re- ordinate with school goals, standards, range of assessment methods and the main an isolated activity. Thus, such as- and curriculum. most current research in the field. Re- sessment can be more natural and less Schools must provide flexible sched- gional Educational Laboratories should frightening to students. uling to allow for the extra time re- be one important resource for such infor- Equity and Fairness.As with all quired to conduct and interpret new mation. tests, issues of equity and fairness must "tests." Administration.Not only must ad- be addressed.Standardized tests have Educators must examine questions of ministrators know the correct procedures always been criticized for their unfair fairness and equity as they relate to for conducting assessment, they also comparisons and their use for labeling alternative methods of assessment. must understand the proper use and re- and tracking students.Alternative as- Parents and students must be made porting of varied types of assessments. sessments could compare one student's aware of the appropriate use and inter- Only with this knowledge can instruction performance and progress over time. pretation of data collected (mm vari- and assessment be improved. As a 3chool These "tests" could accommodate tor in- ous forms of assessment. leader, the administrator must set the tone dividual differences with their flexible Teacher Education.In the past, for his/her staff to utilize the information design and multiple, ins.,..ad of single few teacher training programs spent ade- appropriately.He/she also needs to en- checks. Unlike standardized tests, they quate time promoting teacher awareness courage the staff to try new multiple can account for students' different learn- of test administration and interpretation measures, realizing that change is not ing styles and skills, and can measure of standardized tests.With the appear- easy and that mistakes may be made at first students' ability to reason and problem- ance of multiple and varied assessment solve in authentic situations. While alter- Restructuring. Assessment must measures and the increasing emphasis on native assessments hold the possibility of be consistent with the overall school mis- school accountability, these teacher edu- more equitable student measurement, cri- sion and individual goals as developed by teria for equity needs to be established cation programs now must devote more the school planning team during a re- early on, especially for the growing di- time and effort to new assessment meas- structuring effort. This is to say that once ures. Assessment courses must be devel- versity of students in our schools. the school has a vision and plan for school

8 Page 7 Awareness.Finally, it is important NWREL Classroom AssessmedTraining that school staff make parents and students aware of the appropriate use and The Northwest Regional Educational Laboratory (NWREL) Classroom Assessment interpretation of the assessment data. Training Program is the product of a decade of research on the task demands of This task is often more difficult than ex- day-to-day classroom assessment. Through extensive studies conducted in class- pected, and must be repeated at regular rooms, NWREL researchers determined the specific assessment training needsof intervals to ensure that students do not teachers and developed a 10-workshop professional devempment program to face problems at home or in school. In- address those needs. Each workshop presents practical ideas in everyday Language formation about assessment methods and that can make the assessment process faster, easier, and betterin that order. how to interpret their results should be These three-day institutes Lelp participants learn to present these workshops. available in all languages used by stu- Schedule of Institutes dents and their parents. Such reporting Institute Goals should stress the variety of types of infor- Make participants aware of the January 13 - 15,1992 atthe Stijl° Inn, mation and its richness, rather than try to critical role high-quality classroom Portland, OR over-simplify information about students assessment plays in determining the April 1- 3, 1992 at Howard Johnson or school programs. quality of instruction Plaza, Lake Oswego, OR Train participants to present As necessary as exploring alternative Registration Information forms of assessment is to the fundamental classroom assessment work- goal of restructuring our schools and shops for teachers and adminis- Enrollment is limited to first50 reg- trators using the NWREL video istrants educational system, it must not be taken training program lightly nor conducted without an inte- $200 registration fee (refundable with 7-day prior notification; does not grated, overall school plan. In fact, alter- Qualification of Participants include video training materials) is native assessment measures may become Successful experience as a classroom due and payable AT THE TIME OF the catalysts for broader educational teacher REGISTRATION by check (payable reform. Skill and experience as a trainer of to NWREL) or purchase order adults Contact Willingness to risk a venture in a NWREL Center for Classroom new domain Nancy Fulford is a Program Associate Assessment at NCREL. She is the editor of Policy NOTE: No prior training or experience 101 S.W. Main Street Briefs and Policy Proceedings. She is with assessment is required. Portland, OR 97204 also responsible for conducting policy (800) 547-6339 x 630 (in Portland, call 275-9630) seminars in each of the NCREL states and works with the Regional Policy Information Center (RPIC) at NCREL

Page 8 Commentary An Opportunity for Interactive Teaming by Ernest Rose, NCREL ntiring the past decade, a serious at- functional. A specific example is to give writing down the steps for making a bed Li tempt has been made to foster inter- children who are slow readers the alter- or cleaning a hotel room. It is more mo- active teaming between general and native of retelling a story in their own tivating for students and allows teachers special educators in school buildings words as a test of reading comprehension. to imbed continuous assessment in the across the coun.-y /Friend, 1984; This r:...places a traditional multiple- instructional process. Morsink, Thomas, & CL.rea, 1991). This cnoice or fill-in-the blank test. Addition- As states in the Midwest and else- activity has focused on reintroducing stu- ally, recording students' stories on where become more interested and com- dents with disabilities into regular class- audiocassettes creates a product for their mitted to alternative assessment, the rooms and promoting their successful academic portfolios. opportunity for expanded collaboration participation in these settings.Specifi- Another example, from vocational among regular and special education cally, classroom teachers and their spe- education, is to assess student perform- teachers is especially strong. Here arc cial education colleagues work together ance of a specific job task (making a bed) some suggestions for taking advantage of to adapt curriculum materials and instruc- or a job in its entirety (cleaning ahotel that opportunity. tion, and to determine alternative meth- room). This very' functional form of as- Teacher Education.State Educa- ods for students to demonstrate what they sessment replaces a less relevant test of tion Agencies and Colleges of Education have learnedalternative assessment! In this issue of Policy Briefs, Stefonek, Roeber, and Fulford have identified some OIL Ls:. 0 11 Program important characteristics of alternative assessment.These characteristics in- The State Education Agencies of Illinois, Indiana,Iowa, Michigan, clude (a) a relationship to educational Minnesota, Ohio, Wisconsin and the North CentralRegional goals, (b) a relationship to curriculum and Educational Laboratory are developing a proposal to create aregional instruction, (c) a relationship to gener- and preservice alizable performances in the community classroom assessment training program for teachers and the workplace, (d) a selection of education majors. The proposal considers the national,regional, and meaningful tasks, (e) positive interaction state demands for assessment literacy andtraining in alternative between the assessor and assessee, (f) assessment strategies for teachers atelementary, middle, and high continuous measurement, and (g) accom- school levels. modation for individual differences. design and development Over the past 20 years, these aspects One major focus of the project includes the training. STF of assessment have received considerable of Strategic Teaching Frameworks (STF) for assessment attention in the fields of special education is a hypermedia system designed by Beau Jones(NCREL) and Tom and applied behavior analysis, and can Duffy (Indiana University) to aid teachers in adopting newclassroom serve as part of the foundation for inter- strategies based on cognitive science research findings.Hypermedia active teaming between special and regu- makes use of computer and laserdisc technologiesin an integrated lar educators. For example, certification system and allows users to access multiplelevels of a program to facilitate requirements in many states typically their understanding and use. specify that special educators complete two or three courses in testing, measure- The State Education Agencies, represented bytheir Testing and ment, and assessment. While a good deal Assessment Directors, and NCREL will seek foundationmonies to of the coursework may emphasize norm- support the development and disseminationof this project. referenced standardized testing, particu- For more information on the Regional ClassroomAssessment larly for disability diagnosis, prospective Ernie teachers also practice developing and us- Training Project or Strategic Teaching Frameworks, contact ing alternative assessment procedures Rose, NCREL, at 708/571-4700. that are individualized, continuous, and

Page 9 10 could work together to identify a common Restructuring.In order for real re- Ernest Rose is Evaluation Coordinator core of assessment procedures and skills structuring to take place, all students, for NCREL. He is responsible for for elementary, secondary, and special their parents, and their teachers must have managing evaluation of NCREL's five education majors. The current separation equal representation and participation. program areas and external evaluation in preservice programs runs contrary to This in ',Ludes children with disabilities contracts. He is also the Project the notion of interactive teaming once and special needs.It is becoming ever Director ofUsing Student Assessment program graduates beginning teaching. more obvious that parallel education pro- to Improve Learning(USA1L). Students learning to work together to im- grams (or systems) do not reflect the plement models of assessment will culti- needs of students and their families, or of vate the habit of working with other society. The move toward alternative as- References teachers in the future. sessment procedures provides an impetus Friend, M. (1984).Consultation skills for bringing regular and special educators Staff Development.At the school for resource teachers.Learning Dis- together for a common goal. This, in turn, or district level or both, teams of regular ability Quarterly, 7,246-250. and special education teachers could be creates a common ground for integrating formed to identify or develop assessment students into school and community envi- Morsink, C.V., Thomas, C.C., & Correa, strategies and pilot them in selected class- ronments. V.I.(1991).Interactive teaming: rooms. Based upon pilot outcomes, these Alternative assessment procedures are Consultation and collaboration in strategies may be kept, modified, or re- familiar territory for special education special programs.New York: Mac- jected.Assessment procedures that are teachers and represent a useful opportu- millan Publishing Company. found to be mutually satisfying then nity for them to work with regular educa- could be shared with all teachers, admin- tors in an interactive team model. Thus, istrators, and parents in the school or dis- the current assessment movement should trict.This process would heighten the be seen as a chance to further the collabo- probability of continuing interactive ration and school inclusion movements of teaming not only to conduct assessment, the 1980s, and to create a new community but in the areas of curriculum, instruction, for teaching and learning. and classroom management.

Page 10 11 State Contacts Resources ILLINOIS Bolanos, P.J. (1990, January). Restructuring Illinois State Board of Education. (1990). Illinois State Board of Education the curriculum. Principal, 69(3), 13-14. Write on, Illinois!Springfield, IL: Student Assessment Section Author. 100 North First Street Broadfoot, P. (1988, December). Profiles Springfield, IL 62777-0001 and records of achievement: A real Illinois State Board of Education, Eunice Greer alternative. Educational Psychology, (1990).Writing scoring guide. 217/782-4823 8(4), 291-297. Springfield, IL: Author. INDIANA 12:;,:iana Department of Education Center for Research on Evaluation, Illinois State Board of Education. Room 229, State House Standards, and Student Testing. (1991). Revised IGAP sample read- Indianapolis, IN 46204-2798 (1990, November). Monitoring the ing assessmentGrades three, six, Linda Bond impact of Testing and Evaluation In- eight, and eleven.Springfield, IL: 317/232-6610 novations Project: State activity and Author. IOWA interest concerning performance- based assessment. Los Angeles, CA: Illinois State Board of Education, Iowa Department of Education (1991), The Illinois reading assess- Grimes State Office Building Author. 14th Street and Grand Avenue ment:Classroom connections. Des Moines, IA 50319 Day, D.E. (1986). Observing preschool Springfield, IL: Author. Max Morrison children in situ: Behavior and envi- Joint Committee on Testing Practices. 515/281-5294 ronmental assessment. Diagnostique, (1988). Code of fair testing practices 11(3-4), 193-211. MICHIGAN in education.Washington, DC: Michigan Department of Education Dutcher, P., & Phillips, S.(1990). Author. P.O. Box 30008 Michigan Educational Assessment Lansing, MI 48909 Krechevshy, M. (1991, February). Project Peggy Dutcher Program (MEAP):Essential skills spectrum: An innovative assessment 5)7/373-3324 reading test:Equating and scaled alternative. Educational Leadership, scores (2nd ed.). East Lansing, MI: MINNESOTA 48(5), 43-48. Michigan State University. Minnesota Department of Education (1989, January). 728 Capitol Square Building Educational Testing Service.(1990). Larry P. Task Force. St. Paul, MN 55101 Trends in academic progress: Policy and alternative assessment James R. Colwell guideline recommendations. Sacra- 612/296-5119 Achievement of American students in science, 1970-90, mathematics, mento, CA: Author. OHIO 1973-90, and writing, 1984-90. Lowenthal, B. (1988, May). Alternative Ohio Department of Education Washington, DC:National Center Academic 65 South Front Street assessment techniques. for Education Statistics. Columbus, OH 43266-0308 Therapy, 23(5), 503-507. E. Roger Trent Finch, F.L. (Ed.).(1991). Educational 614/466-3224 Marzano, RJ., &Costa, A.L. (1988, May). performance assessment: The free- Question:Do standardized tests WISCONSIN response alternative. Chicago: The measure general cognitive skills? Wisconsin Department of Public Instruction Riverside Publishing Company. Answer: No. Educational Leader- 125 South Webster Street ship, 45(8), 66-71. Madison, WI 53707 Fremer, J., Diamond, E.E., & Camara, W.J. Tom Stefonek (1989, July). Developing a code of National Education Goals Panel. (1991). 508/266-1782 fair testing practices in education. The national education goals report: American Psychologist, 44(7), 1062- Building a nation of learners. Wash- 106'l. ington, DC: Author.

Illinois State Board of Education. (1990). National Endowment for the Humanities. Preparing students for the IGAP: (1991). National tests: What other Language arts assessment. Spring- countries expect their students to field, IL: Author. know. Washington, DC: Author.

Page 11 1.2 North Central Regional Educational Phillips, S.E. (1991. Spring). Diploma Laboratory. (1990, Spring). Reading sanction tests revisited: New prob- assessment: Conceptual issues [Spe- lems from old solutions. Journal of cial issue]. Testing & Assessment, 4. Law & Education, 20(2), 175-199. North Central Regional Educational Special Study Panel on Education Indica- Laboratory.(1990, Summer). tors for the National Center for Reading assessment: Implementa- Education Statistics.(1991, July). tion issues [Special issue].Testing Education counts: An indicator .system & Assessment, 5. to monitor the nation's educational health. Washington, DC: Author. Perrone, V. (Ed.).(1991).Expanding student assessment. Alexandria, VA: Standards for educational and psycho- Assocation for Supervision and Cur- logical testing. (1985). Washington, riculum Development. DC: American Psychological Asso- ciation. Phillips, S.E. (1990, December 20). The golden rule remedy for disparate impact of standardized testing: Pro- gress or regress? Education Law Re- porter, 63(2), 383-428.

Opinions expressed in the commentaries do not necessarily reflect the views of NCREL staff or Board. Facts andideas Nonprofit Organization presented in NCREL's Policy Briefs are intended to survey a current issue and not to advocate a particularposition. U.S. Postage PAID Policy Briefs Elmhurst, Illinois A publication on the North Central Permit No. 338 Regional Educational Laboratory 190') Spring Road, Suite 3(X Oak Brook, IL 60521 Telephone: (708) 571-4700 FAX: (7081571 -4716 ncrel.lah Jeri Nowakowski,Executive Director Nancy Fulford, Editor Marianne Kroeger, Production Editor Stephanie Merrick,Production Editor Sharon Sherman,Desktop Publisher This publication is based oa work sponsored wholly or in part by the Office of Educational Research and Improvement (OERI), Department of Education under Contract Number RP91002007. The content of this publication does not necessarily reflect the views of OERI, the Department of Education, or any other agency in the U.S. Government. 13

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