Frank Adamson

Beyond the bubble test : how performance assessments support 21st century learning

Acknowledgments vii The Authors ix 1 Introduction: The Rationale and Context for Performance Assessment 1 Linda Darling-Hammond Part o n e : Through a Looking Glass: Performance Assessment Past, Present, and Future 15 2 Looking Back: Performance Assessment in an Era of Standards-Based Educational Accountability 17 Brian Stecher 3 Where We Are Now: Lessons Learned and Emerging Directions 53 Raymond Pecheone and Stuart Kahl with the Assistance of Jillian Chingos and Ann Jaquith 4. Reaching Out: International Benchmarks for Performance Assessment 93 Linda Darling-Hammond with the Assistance of Laura Wentworth Part t w o : Advances in Performance Assessment: Assessing and Supporting Learning 131 5 Performance Assessment: The State of the Art 133 Suzanne Lane 6 Adapting Performance Assessments for English Language Learners 185 Jamal Abedi 7 Supporting Teacher Learning through Performance Assessment 207 Linda Darling-Hammond and Beverly Falk Part t h r e e : Policy and Performance Assessment: Developing Systems That Can Work 237 8 A New Conceptual Framework for Cost Analysis 239 Lawrence O. Picus, Frank Adamson, William Montague, and Margaret Owens 9 Investing in Assessments of Deeper Learning: The Costs and Benefits of Tests That Help Students Learn 259 Barry Topol, John Olson, Ed Roeber, Linda Darling-Hammond, and Frank Adamson 10 Building Systems of Assessment for Deeper Learning 277 David T. Conley and Linda Darling-Hammond 11 Concluding Thoughts: Creating Next-Generation Assessments That Last 311 Linda Darling-Hammond, Frank Adamson, and Thomas Toch Appendix A: State Performance Tasks 323 Appendix B: New Approaches to Performance Assessment 353 Appendix C: A Framework for Measuring the Costs, Expenditures, and Benefits of Performance Assessment 363 Appendix D: Spending for Interim Testing at the Local District Level 377 Notes 383 References 387 Name Index 423 Subject Index 429

Policy Pathways for Twenty-First Century Skills

This chapter focuses on the policy environments influencing the adoption of 21st century skills in general and the results and products of the ATC21STM project in terms of its research and assessment strategies in particular (The acronym ATC21STM has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.). It offers a policy analysis for which information was collected from interviews with country project managers, their representatives, other participants in the ATC21S project and the international assessment community, and advisory board members from international organizations and the funding companies, supplemented by published information about national and state education systems.