Importance of ESSA to Assessments 

       When one thinks of assessments, one usually thinks of tests, but the reality is that assessments are much more than just tests. For the most part, I’d venture out and say that most adults have experienced many tests throughout their lives, mainly in school settings, but also in jobs and life situations as well, like driving or even medical tests. Assessments are in a way part of life because they will also give a person's level about a certain topic or area. This becomes especially true with educational environments. They are necessary to monitor students' progress throughout their educational journey. The question then begins to be how, what, and when should we assess to be most beneficial to all students' educational journeys. It is of great importance to carefully create, administer, and analyze a variety of forms of assessment to best reflect student learning.

        In this day and time, assessments are changing and evolving. To begin with, the days of paper-pencil tests are gone for the most part. Assessment is no longer solely multiple choice because there is now the realization that it is not the best and only way to measure a student's learning. Assessments have now moved to online formats which allow for a variety of methods, types, and modalities to be used to measure students learning, such as video and audio recordings and media presentations. Online assessments measure a student's digital literacy skills as they must utilize a mastery of skills in order to successfully complete the text via computer or device. Students can now use technology to respond to questions and tasks in multiple ways, instead of only one option and format. According to ESSA, states must assess all students, including by offering appropriate accommodations for English learners and children with disabilities, and, to the extent practicable, must develop assessments using the principles of universal design for learning, which intentionally reduce barriers and improve flexibility in how students receive information or demonstrate knowledge. Tests must measure higher-order thinking skills, such as reasoning, analysis, complex problem-solving, critical thinking, effective communication, and understanding of challenging content (Summary of Final Regulations, n.d.).

        After this week's readings, I found the topic of ESSA, the Every Student Succeeds Act, very informative. According to ESSA.org, The purpose of this is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments (ESSA Title I, n.d.). I feel this is something that we as educators perhaps need to hear about more. At least within my district, I have heard about the implementation of the No Child Left Behind Act, but not many details about ESSA. I am sure this is something my district must and does abide by, but I think it is something worked with more so behind the scenes such as the curriculum and assessment department. I do not recall explicitly being told or trained in particular about ESSA and its importance for assessments. This is the reason that I know I need to learn more about it and conduct further research in order for me to be more knowledgeable in this area. So far I have learned how it gives states new openings to shape student-testing regimes to their own liking, including innovative pilot programs and fresh options on how to meet federal requirements (What ESSA Means for Testing and Assessments, n.d.). I would like to further investigate how testing provisions under ESSA and the previous federal law, No Child Left Behind, differ.

        The topic of assessments is something of great importance as it is something we must be well versed in as educators. They should be created, conducted, administered, and analyzed in meaningful ways that benefit students learning as a whole. Formal and informal assessments should be progressive as education will continue to evolve and we must change and modify old testing methods. Done well and thoughtfully, they provide critical information for educators, families, the public, and students themselves and create the basis for improving outcomes for all learners. Done poorly, in excess, or without a clear purpose, however, they take valuable time away from teaching and learning and may drain creative approaches from our classrooms (Summary of Final Regulations, n.d.). Assessment must be a mindful and intentional process that seeks to better the teachers' knowledge of their students' learning levels and results be used in effective ways to better instruction and educational experiences for students. Students are more than just a standard test and much more than the test score.

Food for thought... 

References

‌EVERY STUDENT SUCCEEDS ACT Assessments under Title I, Part A & Title I, Part B: Summary of Final Regulations. (n.d.). https://www2.ed.gov/policy/elsec/leg/essa/essaassessmentfactsheet1207.pdf 

ESSA Title I. (n.d.). Every Student Succeeds Act (ESSA). https://www.everystudentsucceedsact.org/title-i-improving-basic-school-programs-operated-by-state-and-local-educational-agencies 

‌ What ESSA Means for Testing and Assessments. (n.d.). Www.youtube.com. Retrieved July 19, 2023, from https://www.youtube.com/watch?v=YNRejn5ns60