6 Ways State Policymakers Can Build More Future-Focused Education Systems: A Podcast Series with the Aurora Institute: Episode 3

Series Overview: Join EALA for an in-depth discussion with Virgel Hammonds and Jennifer Kabaker of The Aurora Institute as they explore the 2024 State Policy Priorities. In April 2024, The Aurora Institute released state policy recommendations aimed at transforming education for all learners, especially those underserved by the current system. Each bite-sized segment in our series covers one of the six identified policy shifts.

Episode 3: Transforming Systems of Assessment In this episode, we break down the third policy recommendation: Transform systems of assessments. This episode examines the need for redesigned assessments that go beyond traditional testing methods. Discover how innovative assessment strategies can provide a more comprehensive understanding of student learning and help educators tailor instruction to meet individual needs. To learn more, visit Aurora Institute and read the Policy Priorities.

Access the full podcast transcript at: https://bit.ly/4e2JZmh 

Episode Transcript

(00:03):
Hi, this is Aurora from the Educating All Learners Alliance,
and you're listening to Six Ways State Policymakers Can Build More Future-Focused
Education Systems, a podcast series with the Aurora Institute.
The Aurora Institute is a national nonprofit organization working on policy
advocacy, field building and capacity building, research and knowledge sharing,

(00:24):
and convening to advance innovative approaches that transform education for youth across America.
In April of 2024, the Aurora Institute released state policy recommendations
to transform education for all learners,
especially those who have been underserved by the current system.
Each five-minute segment in our series will cover one of the six identified policy shifts.

(00:47):
Joining us today is Virgil Hammons, CEO of the Aurora Institute, and Jennifer Kabaker.
So let's talk about the third recommendation, which is to transform systems of assessment.
So Virgil, tell us a little bit more about that. What does that mean?
What does this look like on a high level?
Absolutely. Well, what we're talking about here is transforming systems of assessments

(01:10):
away from the over-reliance on large scale, one or two times a year summative assessments.
Instead, focusing and supporting a more balanced system of assessments that
support meaningful, positive, and empowering learning experiences for our young people.
I know that the idea of standardized state testing is really ingrained in kind

(01:31):
of just our school system.
So I can imagine there might be a lot of pushback or a lot of resistance to this type of change.
So what do you say in response to people who challenge or criticize or push
back on this idea? How do you respond to the critics or the naysayers?
I think the naysayers really oftentimes have a concern about what does this
mean for ensuring comparability or ensuring that all learners are receiving

(01:55):
what they need to be successful, which is completely understandable.
Right. The biggest challenge to this policy shift and the movement away from
large-scale summative assessments is the accountability system.
We have to have a way to ensure that our schools are providing for the needs
and the supports necessary to ensure the success of each of our young people.

(02:16):
And to be able to do this effectively, we think it's important to create reciprocal
accountability structures that are locally designed and locally implemented,
but also integrate a much more balanced system of assessment.
What does this look like in practice in the classroom? Well,
that classroom question is the real important one.
Like, what does success look like? And at the classroom level,

(02:37):
we believe assessment is, and we know through learning science that assessment
should be integrated as part of the learning process, right?
Not something that's done a few times a year, but as a part of the formative portion of learning.
Yeah. So where students have low stakes opportunities to practice and self-assess
what they know throughout the learning cycle, right? where learners and educators
get and provide feedback they use to improve and continue the learning cycle.

(03:03):
And one example I could highlight is Parker Charter in Devons,
Massachusetts, where learning within each unit, a student is designed around
Parker's criteria for excellence.
It's similar to a profile of a graduate, where students meet the criteria through
coursework and performance assessments.
And when students have sufficient evidence of learning in their portfolio,
they are ready for what Parker calls a gateway or a milestone marking when a

(03:27):
learner has proven that they have demonstrated their learning expectations for
one level and have the necessary skills, knowledge of physicians learning to
take on more challenging coursework at the next level.
That's it for us today, folks. Thank you to Virgil Hammons and Jennifer Kabaker.
Be sure to check out the next episode in our series.
I'm Aurora from ELA, and this was six ways state policymakers can build more

(03:52):
future-focused education systems.