Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning
About this ebook
Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills.
Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what’s possible at the local and state levels.
Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.
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About the author
LINDA DARLING-HAMMOND is Charles E. Ducommun Professor of Education and Faculty Director of the Stanford Center for Opportunity Policy in Education at Stanford University. Darling-Hammond is a former president of the American Educational Research Association and a member of the National Academy of Education. Her research and policy work focuses on issues of educational equity, teaching quality, school reform, and performance assessment. Among Darling-Hammond's over 300 publications are Preparing Teachers for a Changing World (with John Bransford, for the National Academy of Education) and The Right to Learn.
FRANK ADAMSON is a Policy and Research Analyst at the Stanford Center for Opportunity Policy in Education (SCOPE). He currently focuses on the adoption of assessments of deeper learning and twenty-first-century skills. He also conducts research on educational equity and opportunities to learn and has published on teacher salary differences within labor markets in New York and California.
