Ohio’s move toward embedded assessments

By Laura Devaney, Managing Editor, @eSN_Laura
January 24th, 2014

State officials say curriculum-embedded performance assessments help improve teaching and learning outcomes

curriculum-assessmentThe state of Ohio is taking steps to ensure that students enter college and the workforce with the ability to apply critical skills to real-world problems.

Through the Ohio Performance Assessment Pilot Project (OPAPP), Ohio educators are using curriculum-embedded performance assessments to help students learn and demonstrate deeper learning competencies.

State education leaders hope that this deeper understanding of content will give students the ability to use that knowledge to think critically and solve problems, said Mariana Haynes, a senior fellow at the Alliance for Excellent Education, during a webinar that spotlighted Ohio’s latest efforts.

“Ohio has taken a unique approach to piloting curriculum embedded performance assessment,” Haynes said. “This includes a system of learning tasks for formative purposes, and assessment tasks.” The tasks are aligned with the Common Core and Next Generation Science Standards, and sustained, collaborative professional learning.

(Next page: More on OPAPP and embedded assessments)

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3 Responses to “Ohio’s move toward embedded assessments”

January 24, 2014

This sound dangerously like Common Core Cirriculum, which is fueling the fire of opposition. Common Core benchmarks and standards are easier to accept when paired with local control of the curriculum used to achieve those standards, but this sounds like total Government takeover of education.

January 24, 2014

I believe that common core is great idea so we can finally compare apples to apples across the country when looking at student learning. I think the problem with common core is that it coincides with a different approach to teaching math (understanding before procedures). New math curriculum are being developed to reflect the change in teaching philosophy and parents are upset with the math. They wrongly equate the way math is being taught as common core standards.

Hmmm … teachers might actually learn something about student understanding from the work students do in class? Gosh, there’s a thought! What shall we call this new idea? How about … formative assessment?
This is what happens when people who do not know teaching take over schooling in order to monetize the process.
I’m not saying there is nothing good to be had here and I am hopeful that there is more to this situation than is represented in this story. Still, it looks like part of a broader movement in which teachers lose control of their classrooms and the democratic institution of schooling is co-opted.