Assessments: Which Would You Choose?

	Assessment A	Assessment B **Computer adaptive items may be selected response or constructed response	Assessment C
Time Limitations	No time limits, finish within the school day	At this point no time limits with the exception of Writing Performance Task (part 1: 35 minutes, Part 2: 70 minutes)	English: 30 minutes Writing: 30 minutes Reading: 60 minutes Math: 55 minutes
Reading Assessment	36-38 multiple choice	25-32 computer adaptive questions and 3 performance tasks	22-24 selected response, 3-5 technology enhanced, 4 constructed response Total: 31
Writing Assessment	1 Extended response prompt and 25 multiple  choice	7-10 computer adaptive responses and 1 performance task (PT includes 3 research items and 1 essay that is scored across 3 areas)	1 constructed response English: 26-28 selected response, 4-6 technology enhanced Total: 32
Math Assessment	56 multiple choice	30-40 computer adaptive and 1 performance task	18-20 selected response, 6-8 technology enhanced, 3-5 constructed response Total: 31

Assessment Comparisons

**Above is for 3^rd-5^th grade only

Some explanation of a few terms above:

Computer adaptive: Basically as students get questions correct, the questions get harder to find out really how much the student knows. As students get questions wrong, the questions are adapted to go lower until can tell what student knows.

In writing…

          Prompts: Students are given a few sentences that prompt, or give direction on what the student should write about.

          Performance task: Students are given a real life scenario, read, listen, or view video on the given topic and take notes from the items. Then students write to respond to the scenario using information from the reading, listening, and/or viewing to support their position. 

I have posted in the past and have started this piece of writing and abandoned it many times. I know it isn't going to make any difference by pointing out these comparisons. I know that the squeaky wheel gets the oil. I understand that sometimes compromises have to be made. But despite all this, I can still have an opinion. 

I get frustrated that there really is debate going on over something that started being implemented years ago, but for some reason an entire state has enough people who think this is all new, who haven't taken the time to fully read or study the standards being implemented, and who haven't taken the time to really get to know the assessment options. 

As a mom and a passionate educator, I have been looking forward to full implementation of CCSS and SmarterBalanced for the past few years. I've been looking forward to this because of the depth required, the thinking required, and the work required of students who are really expected to learn deeply in the areas of ELA and math.

Unfortunately, change requires work. Work that some people are not willing to do, while others embrace the changes and despite how much they share and try to educate others about the changes the information falls on deaf ears. Ears that have decided to only pay attention to the squeaky wheel. 

I get compromise and that it means better than losing all ground, but I can still feel frustrated because that is my right. I was looking forward to the day students were going to have to actually apply learning and perform in a closer to real world task when being assessed, but those days seem to be quickly going away. 

As you think about the above assessment table, also consider these sample 3rd grade writing standards as you continue to read. 

Writing standard examples from Standard group 1: 

• Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event). 
• Create narratives that include characters and setting and follow a logical sequence. 
• Create written descriptions about people, places, or events. 
• Create written pieces (for example, riddles and jokes) to entertain others. 

Writing standard examples from Standard group 2: 

• Write opinion pieces on topics or texts, supporting a point of view with reasons.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Hopefully you can see that group 1 is very specific and narrow where as group 2 lends itself to a wide variety of writing that could encompass all those standards from group 1 and more. 

Going back to the main focus of assessment, as a classroom teacher, it was so frustrating when a student pleads for help on a writing prompt because they have no background knowledge or understanding of the terms used in a prompt. Afterall, how can you write about something you have never experienced, read about, etc? I was looking forward to the day that students would get a chance to read, watch a video clip, listen to some audio, analyze charts, etc. and take notes on those items. Then use the notes and the acquired information to write a narrative, an opinion essay, or informational paper. Students were going to be given a more even playing field while at the same time begin practicing real life applications of writing (or at least speaking).

You see, it's not completely about the test, but in some ways it is because we unfortunately live in a test driven age of accountability. So while we don't teach to the test, we do teach to the test because testing is a specific format that unless you are taught how to respond to various types of questions, you will most likely struggle no matter how much you know. In writing for example, if you are only taught and allowed to freewrite about anything you want, then when you receive a prompt that requires you to write on a specific topic and have certain components of writing chances are, unless you've learned how to do those things, you will struggle. 

The assessment will drive just how deep teachers plan instruction and facilitate the learning in the classroom. If students are going to be assessed on a random prompt, then that is how teachers are going to incorporate test prep into writing and overall writing instruction. If the test expects students to be able to read or view material, pull information from the material, and then use the material to helps support opinions or provide examples of information, then students are going to be taught how to read closely, how to determine what is important to use, how to rephrase information to avoid plagiarism. 

Taking a look at assessment C, I have nightmares while wide awake for that. With the most up to date blueprints right now: In reading you will have 60 minutes to read an unknown number of pieces of short text and answer 31 questions. Seven to nine of those questions will require some written response instead of just multiple choice or will require some type of technology enhanced manipulation scenario.  Writing by itself will have 30 minutes. That's right, 30 minutes to read the prompt, plan and draft the paper, and then write the final piece. The company argues that less time required for testing will mean more time for teaching. I personally see it as a means to say that those who read below grade level are at an extra disadvantage because they may not get to answer all the questions because it takes them longer to read the passages. These students may be able to comprehend what they are reading, but it won't matter if they can't show it because they are cut off after 60 minutes. 

These are all just examples, and really just my educated opinion on what will be best for students. Take it how you like. No final decisions have been reached, but following the legislation I see a turn for the worst, but at least it won't be the absolute worst case scenario at this moment. Afterall, it has become about compromise. A word that I have not been liking too much the past couple of weeks, but one I must live with. 

So I ask that you take a look at the chart again. Think about how you were as a child being tested. Think about your own children or grandchildren and how they are as learners. Which assessment would you prefer? Look again at the writing standard examples. Which are going to require the students of today to learn at a much deeper level and can be used in life vs. just to learn it for the grade level?