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: Monday, April 11th, 2016
Looking to take your NGSS presentation on the road? Consider submitting an application to present in the fellow NGSS-adoption state of Nevada!
You are invited to submit a proposal for a 90 minute presentation at the first annual Northwest Nevada Math & Science Conference on Saturday August 27, 2016. Take this opportunity to share your ideas and enthusiasm and to highlight your successes and challenges with fellow attendees at the inaugural conference. The deadline to submit a proposal is April 22. Learn More…
Posted: Monday, April 11th, 2016
by Jessica Sawko
One of the number one questions that has been posed by teachers since the adoption of the California Next Generation Science Standards in 2013 is: “What about the assessments?” (or some version of that question). Last month, we reported the most recent information available on that topic and since then work has launched to being writing and reviewing assessment items for the new science summative assessment.
Many of you may have already put your names “into the hat” to participate in this process. For those of you who have not and would like to be considered for such an opportunity, I urge you to submit your application today: http://caaspp.org/reviewers.html. CDE’s testing contractor Educational Testing Services (ETS) is soliciting applications for content reviewers for the new CA NGSS assessment and alternate assessment.
This is your opportunity to participate in the implementation of the California NGSS and the new science summative assessment. Seize the moment and apply today!
Posted: Sunday, April 10th, 2016
The National Science Teachers Association (NSTA) is currently accepting proposals for speakers to present at the 2017 National Conference on Science Education in Los Angeles, March 30–April 2. Strands can be viewed here and focus on the Next Generation Science Standards, STEM, science and literacy, and equity. To submit, please click here. The deadline to submit is April 15, 2016. Learn more about NSTA conferences. Questions? Please e-mail firstname.lastname@example.org. Learn More…
Posted: Friday, April 8th, 2016
by Joanne Michael
It’s coming…NGSS implementation. You’ve been going to the CSTA conferences to learn more, reading articles, following the “Early Implementers” twitter handle (@earlyimplement), and are excited to start trying out all of the new standards and lessons. One hiccup… your district isn’t ready to begin implementing-in fact, is telling you directly to NOT begin transitioning your lessons for at least another year. What’s a motivated, focused science teacher to do?
This exact situation is what I am in right now. To be fair, my district is beginning to implement in the middle school level and preparing for implementation at the high school level, but we were given direct instructions to not begin implementing any lessons at the elementary level for a bit longer (to give the classroom teachers a chance to adapt to the new Common Core math and ELA curriculum and standards). While frustrating, there are some things that can be done in the interim before getting the go-ahead to begin implementation. Learn More…
Posted: Friday, April 8th, 2016
by Terry Shanahan
In preparation for the summer 2015 Southern California K-8 NGSS Early Implementation Institute in Vista, our grade 2 cadre of science educators from elementary, secondary, and the university, planned a week of science investigations around matter and its interactions. Of course, we began our planning with the question, “What would you expect a second grader to know about matter?” After our quick write, we began our conceptual flow, using post-its for each of our statements. We then checked our conceptual flow against “A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas”. Had we left out any important concepts? Our biggest idea became: Matter is observable and it is not created or destroyed even as it changes form. Our conceptual flow moved from left to right: concrete to abstract. Our smaller ideas and the concepts we found in the Framework document later became the guiding statement for each day of our institute: Learn More…