Barbara Foorman Talks About How New Assessments Can Measure the Skills of Students of Many Backgrounds and Skill Levels
Researcher Barbara Foorman talks about her study on the use of computer-adaptive tests of literacy for ELLs in early grades in the Miami-Dade schools in Florida.
A Survey of K-12 Leaders Suggests Room for Expansion in Certain Types of Schools
Exclusive survey of 400 K-12 leaders suggests there is room for expansion in private schools and affluent public schools and where satisfaction levels are low.
As K-12 Games Rise in Popularity, So Do Expectations for What They Should Deliver
What are district officials looking for in educational games? An Illinois school district administrator offers straight talk to vendors.
Market Expert Says Entrepreneurs Should Keep the Needs of Busy Teachers, Administrators Top of Mind
Education providers should pitch products that solve specific problems faced by teachers and administrators–and that acknowledge the complexity of K-12 systems, says Brian Napack of Providence Equity.
Strong Demand Exists for New Science Materials Even in States That Haven't Adopted the Standards
The Next Generation Science Standards are placing new demands on content producers to recast their classroom resources, and rethink the PD they offer.
The U.S. Department of Education Is Leading the Arcane But Potentially Important Process for Clarifying Parts of the Every Student Succeeds Act
Ongoing hearings, part of the “negotiated rulemaking” process for the federal Every Student Succeeds Acts, are touching on computer-adaptive and English-language testing. Stay tuned for more updates on this process in the months ahead.
Long Beach district weighs several factors in vetting providers of item banks
The Long Beach, Calif., school district learned important lessons when it went looking for a company to provide a test-item bank for its online formative assessments.
Educators Want Fewer and Shorter Tests That Generate More Useful K-12 Data
States and districts are under mounting pressure from parents and policymakers to cut the number of tests students take, but also to make assessments more meaningful.
The demand for big, high-stakes summative tests isn’t likely to go away soon, even as classroom assessments become more useful and precise, a panel at SXSWedu suggested.
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