When spring state testing was abruptly canceled last year, one of the first options considered briefly was administering the Spring 2020 state tests in the fall – when it was expected that students and teachers would have returned to their classrooms – and life would be back to normal. One year later, we are facing the same consideration. 

Even as discussions continue about the merits of state testing in 2021, the reality is that many states will soon begin spring administration. Indeed, the U.S. Department of Education (ED) has not waived or relaxed the assessment requirements specified in the Every Student Succeed Act (ESSA). While some states have applied for testing waivers in 2021, at the time of writing, no waivers have been granted. Questions about whether or how to test must soon be overshadowed by questions like “How should we communicate the results?”

EducationWeek recently printed a terrific summary by Stephen Sawchuk about the number of students receiving failing grades this year. He asks, “Should schools be giving so many failing grades this year?” The answer is most likely no. The article reveals many current issues with grading but also exposes several of the long-standing problems with grades and grading practices.

A recent article in Forbes Magazine by Jim Cowen painted an irresponsibly rosy picture of remote test administration. The two organizations that coordinated the interviews on which the article was based, The Collaborative for Student Success and EducationCounsel, have been unabashed in their advocacy for returning to state summative testing in spring 2021.

Most people want to close the door on 2020 as quickly as possible. This year was hard and sad for so many people. My heart goes out to those who lost loved ones and/or were victims of a collapsing economy. I also recognize just how hard everyone in education from the classroom to the statehouse—including and especially parents—had to work this year, something I witnessed up close as a school board member. It was like a game of three-dimensional chess being played on ball bearings.

This is the final post in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support social and emotional learning in responsible and useful ways through assessment.

This is the third in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support social and emotional learning in responsible and useful ways through assessment.

This is the second in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

This is the first in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.