Reciprocal Accountability Using a Comprehensive Assessment System to
Reciprocal Accountability: Using a Comprehensive Assessment System to Support Competency Decisions and Accountability Determinations Paul Leather, NH Department of Education David Cook, KY Department of Education Dan French, Center for Collaborative Education Scott Marion, National Center for the Improvement of Educational Assessment CCSSO Conference on Student Assessment, June 2015 1
An Evolving National Model of Accountability 3. 0 Examples of attributes: ESEA Waiver Renewal ESEA Waivers Accountability 2. 0, driven by states and fueled by RTT and efforts to Accountability 1. 0, align to CCR driven by NCLB Early state accountability systems Include best measures for full range of CCR knowledge and skills, including new assessment models; Promote shifts in teaching and learning toward personalization, competency, project-based, etc. ; Balance and connect student outcome determinations to key inputs and diagnostic review to drive supports based on evidence 2
Key Elements of an Accountability System & Innovation! 51 st State White Paper, 2014 Darling-Hammond, Wilhoit, Pittenger 3
“Accountability must be a reciprocal process. For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation. Likewise, for every investment you make in my skill and knowledge, I have a reciprocal responsibility to demonstrate some new increment in performance. ” (Elmore, 2002). 4
A Responsibility System • New Hampshire is interested in fostering more internallyoriented approaches to accountability (responsibility; greater emphasis on multiple forms of assessments). • If NH education is going to move from good to great on a large scale, we need to foster a continuous improvement mindset that supports local agency and excellence. • Can we imagine a mutual “responsibility system” that is designed to support local agency and potentially looks different across schools? 5
Partners in the NH PACE Pilot ~ Sanborn Pittsfield Epping Monroe PACE Policy Committee Souhegan Seacoast Charter Rochester Concord 7
Reciprocal Responsibility • NH DOE has a vested interest in seeing these leading edge districts succeed • Considerable technical support will be provided to: – Conceptualize the local design – Prepare an application to NH DOE – Design/select assessments and other local measures (e. g. , surveys) – Conduct the relevant data analyses – Support the review of local systems – Monitor outcomes and adjust the system 8
In the words of Ellen Hume-Howard, Sanborn Regional School District, “RIGHT WORK AT THE RIGHT TIME But we knew…. ” • • • Creating Performance Assessments to Measure Competency would take a few years. District supports and time would need to be dedicated to the work. Professional Learning Communities had to serve as the structure for teacher leadership and collaborative design of assessments. Performance Assessment would tell us more about student learning than standardized testing. Everything supported that this was the right work at the right time.
“DISCOVERING WE WERE NOT ALONE”
ROCHESTER EPPING SOUHEGAN SANBORN COMMON THINKING
All Four Districts…. • • • Saw the potential and immediate evidence of Performance Assessment transforming instruction in the classroom. Understood that performance assessment was the strongest measure of student competency and exemplary skills. Recognized the connections between performance assessment and an accountability design for the district. Thought that a balance could be created Created Partnership between our District and the State DOE based on shared goals. Worked collaboratively across districts and within district to build quality assessments that met the criteria of measuring competency and the standards for accountability.
Today…. • • • Four districts sharing common assessments developed through mutual interdependence and collaboration Assessments common by grade-level and course System in place to provide feedback on assessment design and quality Assessments vetted by outside experts for validity, reliability, rigor, and lack of bias Scoring and calibration processes are in place to ensure consistency across districts Professional Learning Community has expanded in scope to include colleagues from all districts
Common and Local summative performance-based assessments and Smarter Balanced administered by grade and content areas in all PACE districts. Grade ELA MATH SCIENCE K-2 Local PAs Local PBA 3 Smarter Balance Common PACE PBA Local PBA 4 Common PACE PBA Smarter Balance Common PACE PBA 5 Common PACE PBA Local PBA 6 Common PACE PBA Local PBA 7 Common PACE PBA Local PBA 8 Smarter Balance Common PACE PBA 9 Common PACE PBA 10 Common PACE PBA 11 Smarter Balance Common PACE PBA 12 Local PBA 14
Performance Assessment of Competency Education PACE WORDLE designed by Ellen Hume-Howard
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