State Superintendent Tom Torlakson Proposes New Statewide Testing System
Posted: Tuesday, January 8th, 2013
Common Core Assessments to Focus on Problem Solving and Critical Thinking
SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today recommended shifting the focus of standardized testing in California to require students to think critically, solve problems, and show a greater depth of knowledge—key tenants of the new Common Core State Standards (CCSS).
In a report to the Governor and Legislature, Recommendations for Transitioning California to a Future Assessment System, Torlakson made a dozen recommendations that would fundamentally change the state’s student assessment system, replacing the paper-and-pencil based Standardized Testing and Reporting (STAR) Program assessments with computerized assessments developed by the Smarter Balanced Assessment Consortium (SBAC) starting in the 2014‒15 school year.
“Multiple-choice, fill-in-the-bubble tests alone simply cannot do the job anymore, and it’s time for California to move forward with assessments that measure the real-world skills our students need to be ready for a career and for college,” Torlakson said.
“As a teacher, what’s most exciting is that these new tests will serve as models for the kind of high-quality teaching and learning we want in every classroom every day,” Torlakson continued. “The concept is simple but powerful: if our tests require students to think critically and solve problems to do well on test day, those same skills are much more likely to be taught in our classrooms day in and day out.”
Torlakson’s report was mandated by Assembly Bill 250 (Brownley, D-Santa Monica), which the State Superintendent sponsored, to bring school curriculum, instruction, and the state assessment system into alignment with the CCSS. The state’s existing STAR Program assessments are scheduled to sunset July 1, 2014.
California is one of 45 states and three territories that formally have adopted the CCSS for mathematics and English‒language arts. The proposed revisions to align the state’s assessment system with the new standards mark a key milestone in implementing the Common Core.
California serves as a governing state in SBAC, a multistate‒led group that has been working collaboratively to develop a student assessment system aligned with the CCSS.
The SBAC was designed to meet federal- and state-level accountability requirements and provide teachers and parents with timely and accurate information to measure and track individual student growth.
Among the 12 recommendations is the suspension of particular STAR Program assessments for the coming school year unless the exams are specifically mandated by the federal Elementary and Secondary Education Act (ESEA) or used for the Early Assessment Program (EAP). This would suspend STAR testing of second graders and end-of-course exams at the high-school level.
Torlakson also recommends that the state provide formative diagnostic tools developed by SBAC to all schools, which would provide teachers and schools with the option of receiving continuing informal feedback on the progress of students throughout the school year.
As required by AB 250, Torlakson’s recommendations reflect an assessment system that would meet the requirements of the current ESEA. But the report also puts forth several different approaches of assessment and urges policymakers to question the current regimen of testing all students, every year, in English‒language arts and mathematics.
Through work group meetings, focus groups, regional public meetings, a statewide survey, and an e-mail account specifically for public comments, thousands of stakeholders provided input to the California Department of Education regarding the state’s transition to a new assessment system.
“I extend my gratitude to the many teachers, school administrators, parents, students, business leaders, and higher education faculty for their expertise and experience that contributed to the formation of these recommendations, Torlakson said.
Recommendations for Transitioning California to a Future Assessment System can be found on the Statewide Pupil Assessment System Web page. More information on California’s efforts to implement the Common Core State Standards can be found on the California Department of Education’s Common Core State Standards Web page.
Posted: Wednesday, July 13th, 2016
by Lisa Hegdahl
On June 30th, the California Science Teachers Association (CSTA) said, “Goodbye, and Thank You” to five of its dedicated Board members. On July 1st, we said, “Hello, and Welcome” to the five newly elected. It is my pleasure to tell you about these outstanding professionals.
Outgoing Board Members
In her role as Region 2 Director, Minda Berbeco raised the bar in terms of outreach. Minda also co-chaired, and will continue to co-chair, the Publications Committee. As president, I have some leeway in my due dates for my monthly President’s Message for the CSTA on-line Journal, California Classroom Science. Minda is very patient with me when my messages do not come in right on time. Recently, Minda, and her employer the National Center for Science Education (NCSE), graciously opened their office on a Saturday to host the CSTA Board of Directors meeting.
Minda was CSTA Region 2 Director and served faithfully on the:
- Publications Committee (Co-Chair – a job she will continue)
- Membership/Marketing/Preservice Committee
Posted: Friday, June 24th, 2016
by Jessica Sawko
The California Commission on Teacher Credentialing (CTC) could use the help of a few good science teachers that know a thing or two about the California NGSS. There are currently two test development groups that they are specifically seeking science teachers for. If you are interesting in helping to shape how California prepares its future teachers to take on NGSS, this is an excellent opportunity. The CTC is recruiting teachers to pilot and review test items for the CSET and for Content Expert Panel members for the redevelopment of the California Teaching Performance Assessment (CalTPA). Please consider these opportunities and apply today – the recruitment window closes soon, don’t delay! To apply and for more information visit http://www.carecruit.nesinc.com/.
Posted: Tuesday, June 21st, 2016
ACT NOW! Offer expires June 26, 2016. Flinn has partnered with the National Science Education Leadership Association (NSELA) to promote a limited-time offer for those interested in attending the Summer Leadership Institute this month.
Call for Free NSELA Membership and Save $225 on Your Registration! The National Science Education Leadership Association is offering this exclusive opportunity to attend its annual Summer Leadership Institute, June 28 – July 1, at the Marriott Mission Valley Hotel in San Diego, California. Learn More…
Posted: Tuesday, June 21st, 2016
As California embraces new ways of teaching and learning, teachers want more opportunities to connect with and learn from their peers. Teachers are the experts when it comes to the California Standards – no one knows more about what’s working in the classroom and where more support is needed. Yet, too often, teachers are told what they need to learn, rather than asked what would benefit them the most.
On July 29, all California teachers are invited to attend the second annual Better Together: California Teachers Summit, a unique day of learning led by teachers, for teachers. The summit will bring together teachers at nearly 40 locations across the state to share ideas, join a teacher network, and learn effective strategies for implementing the new California Standards in their classrooms. The program will feature keynote addresses by education leaders, TED-style EdTalks presented by local teachers, and Edcamp discussions on timely topics such as the California Standards in English/Language Arts and Math and the Next Generation Science Standards. Teachers will walk away with access to new resources and concrete tools that are already working in classrooms across the state. The Association of Independent California Colleges and Universities (AICCU), the California State University (CSU), and New Teacher Center (NTC) are partnering to organize this gathering. Learn More…
Posted: Monday, June 20th, 2016
by Minda Berbeco
A few years ago, I was at a teacher conference in Atlanta representing my organization, the National Center for Science Education (NCSE). I was chatting with a teacher and mentioned how I was going to be giving a talk shortly on climate change education, and the teacher to my surprise said to me, “well I teach chemistry, so that’s not related to me.”
That was a bit of a head-scratcher for me, and I’m sure that notion would be a surprise to every atmospheric chemist who works directly on climate change, or even the many oceanographers, terrestrial and aquatic biogeochemists and even soil scientists who work with climate change every day.
On retrospect though, I think I understand what he was getting at. Climate change isn’t in the chemistry science standards for any state. They aren’t in the life sciences standards for most states either. In fact, until recently if it was anywhere at all, it’d be in earth science or environmental science – which is often an elective at many schools. And yet, from a study that NCSE completed this past year in collaboration with researchers at Penn State, we know that over 50% of chemistry teachers are teaching climate change nationally and over 85% of biology teachers are doing it too! Learn More…