Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems. Research Brief

Autor/in	Darling-Hammond, Linda
Institution	Learning Policy Institute; Council of Chief State School Officers (CCSSO)
Titel	Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems. Research Brief
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Performance Based Assessment; Accountability; Portfolios (Background Materials); Task Analysis; Validity; Reliability; Comparative Analysis; Evaluation Methods; Models; Scoring; Essays; Computer Assisted Testing; Scoring Rubrics; State Standards; Elementary Secondary Education; Student Evaluation; Curriculum Based Assessment; Career Readiness; College Readiness; Higher Education; Standardized Tests; High School Students; Exit Examinations; National Competency Tests; Foreign Countries; Educational Legislation; Federal Legislation; Thinking Skills; New York; Connecticut; New Hampshire; Vermont; Australia; United Kingdom (England); Rhode Island; Singapore; New York State Regents Examinations; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leistungsermittlung; Verantwortung; Aufgabenanalyse; Gültigkeit; Reliabilität; Analogiemodell; Bewertung; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Ausland; Bildungsrecht; Schulgesetz; Bundesrecht; Denkfähigkeit; Australien; Singapur
Abstract	After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure "higher order thinking skills and understanding" and encourages the use of open-ended performance assessments, which are essential for measuring these skills. The report from which this brief is drawn, which was commissioned by the Council of Chief State School Officers, reviews four models for large-scale assessment systems that include performance-based components and references research in the U.S. and abroad showing how states can design and score these assessments with high levels of comparability and reliability. [For the full report, see ED606777.] (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01