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Test Drive: New Hampshire teachers build new ways to measure deeper learning. June 2. 7, 2. 01. Concord and Rochester, N.
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H.—Just outside Concord High School, a delivery truck has spilled its chemical supplies. The students’ mission: Investigate the properties of the spill and develop a detailed plan to clean it up safely. Teenagers wearing safety goggles squat down, sucking up samples of the clear liquid with pipettes.
The simulated spill has been “contained” in a fish tank. But the students play along, first by developing some “testable questions” with their partners: How acidic is it? How does it compare with the properties of each substance on the truck? They’ll have four class periods over the course of several days to collect and record data with assigned partners, and to write up, individually, their plans. Increasingly, this is what testing looks like in New Hampshire.
It’s an activity, much like work students have done in class, though more extensive. They can refer to their notes. What they can’t do is guess.“Making them get up and kind of prove . The focus is on the kinds of skills – analysis, reflection, creativity, and strategic thinking – today’s students will need in order to thrive in an unpredictable world. But new teaching methods require new types of testing. So the state decided to put teachers in the driver’s seat.
The standardized tests by which schools were held accountable for more than a decade, under the federal education law known as No Child Left Behind (NCLB), did a lot to expose equity gaps. But many educators saw them as too narrowly fixated on basic math and reading. More recently, coalitions of states have developed tests related to the Common Core State Standards – to better measure a range of relevant skills. New Hampshire uses one of those standardized testing systems, known as Smarter Balanced.
But it wanted to go further.“You really can’t do competency ed as an externally, top- down driven accountability system,” says Paul Leather, New Hampshire’s deputy commissioner of education. But state and federal education officials still need to be able to check on those local efforts through “clear, rigorous assessments,” he says. That’s the blend that New Hampshire hopes it can get right through the system it is piloting known as PACE, short for Performance Assessment of Competency Education. Concord is one of nine school districts (including one charter school) implementing PACE so far, with 1.
A system Einstein might have liked. As the chemistry students cluster around a cart of materials – everything from p. H strips to baking soda – partners Mackenzie Lyons and Yianna Buterbaugh, both sophomores, chat quietly about what they learned in previous labs that will help them analyze the spill. Mackenzie fills the small wells of a plastic tray with ammonia, hydrochloric acid, and other possible ingredients, and Yianna grabs a conductivity meter. They dip the meter in and then chart, on hand- drawn data tables, the color and brightness of the light on the meter, repeating for each sample.
Einstein – framed, with chin in hand – peers down from atop a cabinet. This genius who never made friends with rote learning would probably be impressed with what’s not happening in Vinskus’s classroom.“Not one student has asked me yet, . Kids of all ability levels are “engaging in science,” she says, “and that’s a win.”Mackenzie says she often gets “stressed out” when she thinks about tests.
But with a performance assessment, “I just think about it as a normal classroom activity.” She also likes completing it over several days. But we want to see that our students can really pull that together, can think through, can apply their understanding to real- world situations,” says Donna Palley, Concord’s assistant superintendent. Mackenzie is considering a science career, and she likes how this approach pushes her: “You have to do analytical thinking more . Palley says. Once a year, for each subject tested, students across all PACE districts also do “common tasks” like the one at Concord High, which are developed by teams of teachers. Many teachers say the related professional development is the best they’ve ever had, because they grow in their ability to move more students toward the goals. They were doing real- life collaboration and . Suspense Thriller Movies Finding Dory (2016). She evaluated those, but also took notes during the task about their thinking process and verbal sharing.
Those excelling in an area continue to get challenging work. For students performing below the targets, test results are no longer “a blanket statement about them,” she says.
Making sure the test scores are useful. New Hampshire has been able to use PACE for federal accountability purposes since 2. US Department of Education. In PACE districts, students have to take state standardized tests only once in elementary school, once in middle school, and once in high school, while most students take them every year in grades 3 to 8 and once in high school. But as states adopt new plans under the Every Student Succeeds Act, which replaces NCLB, they have more flexibility for how they measure success. From Colorado to Kentucky, a number of states are starting to incorporate performance- based assessments into their systems. These “alternatives” aren’t brand new.
In the 1. 99. 0s, before NCLB kicked in, some states used performance assessments or graded portfolios of student work. One of the toughest challenges: understanding how test scores compare from one district to another. Educators here say they haven’t experienced significant public pushback to PACE, though some groups have voiced concerns about the new form of testing. Multiple steps are in place to reassure people that teachers aren’t inflating grades. First, teachers in a given school and district agree on how to score student work in each subject. In the summer, state officials bring teachers together to calibrate the scoring across all the PACE districts.
Finally, the state compares PACE students’ scores on the Smarter Balanced tests with those of their non- PACE peers. Preliminary research findings “suggest that PACE students are provided an equitable opportunity to learn and are benefiting from the assessment system,” University of New Hampshire doctoral candidate Carla Evans notes in an email to the Monitor. Her analysis of 8th. Smarter Balanced found that in the second year of the pilot, PACE students outperformed those in non- PACE districts, on average.
For students with disabilities, the difference was even stronger. Letting teachers take the lead. For the performance- assessment vision to scale up statewide, several elements would need to fall into place, says Scott Marion, executive director of the Center for Assessment in Dover, N. H., which provides technical assistance for PACE.
A few more years of startup funding – which has largely been covered by foundation grants so far – will be needed, as well as continued leadership at the state level, he says. But the “Holy Grail” they’re still searching for is a technology system to integrate data and to allow for more efficient sharing of student work to be scored by people in far- apart districts. Cantrell, at Maple Street, says easing into performance assessments is essential, because “it’s a real different mentality, and some teachers have struggled with that more than others.”Her school welcomed dozens of educators from around the state in April. In small groups led by students, they trooped through classrooms as part of an “innovation studio” run by the nonprofit New Hampshire Learning Initiative.“Our teachers .