The Road Ahead for State Assessments

The adoption of the Common Core State Standards offers an opportunity to make significant improvements to the large-scale statewide student assessments that exist today, and the two US DOE-funded assessment consortia -- the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC) -- are making big strides forward. But to take full advantage of this opportunity the states must focus squarely on making assessments both fair and accurate.A new report commissioned by the Rennie Center for Education Research & Policy and Policy Analysis for California Education (PACE), The Road Ahead for State Assessments, offers a blueprint for strengthening assessment policy, pointing out how new technologies are opening up new possibilities for fairer, more accurate evaluations of what students know and are able to do. Not all of the promises can yet be delivered, but the report provides a clear set of assessment-policy recommendations. The Road Ahead for State Assessments includes three papers on assessment policy.The first, by Mark Reckase of Michigan State University, provides an overview of computer adaptive assessment. Computer adaptive assessment is an established technology that offers detailed information on where students are on a learning continuum rather than a summary judgment about whether or not they have reached an arbitrary standard of "proficiency" or "readiness." Computer adaptivity will support the fair and accurate assessment of English learners (ELs) and lead to a serious engagement with the multiple dimensions of "readiness" for college and careers.The second and third papers give specific attention to two areas in which we know that current assessments are inadequate: assessments in science and assessments for English learners.In science, paper-and-pencil, multiple choice tests provide only weak and superficial information about students' knowledge and skills -- most specifically about their abilities to think scientifically and actually do science. In their paper, Chris Dede and Jody Clarke-Midura of Harvard University illustrate the potential for richer, more authentic assessments of students' scientific understanding with a case study of a virtual performance assessment now under development at Harvard. With regard to English learners, administering tests in English to students who are learning the language, or to speakers of non-standard dialects, inevitably confounds students' content knowledge with their fluency in Standard English, to the detriment of many students. In his paper, Robert Linquanti of WestEd reviews key problems in the assessment of ELs, and identifies the essential features of an assessment system equipped to provide fair and accurate measures of their academic performance.The report's contributors offer deeply informed recommendations for assessment policy, but three are especially urgent.Build a system that ensures continued development and increased reliance on computer adaptive testing. Computer adaptive assessment provides the essential foundation for a system that can produce fair and accurate measurement of English learners' knowledge and of all students' knowledge and skills in science and other subjects. Developing computer adaptive assessments is a necessary intermediate step toward a system that makes assessment more authentic by tightly linking its tasks and instructional activities and ultimately embedding assessment in instruction. It is vital for both consortia to keep these goals in mind, even in light of current technological and resource constraints.Integrate the development of new assessments with assessments of English language proficiency (ELP). The next generation of ELP assessments should take into consideration an English learners' specific level of proficiency in English. They will need to be based on ELP standards that sufficiently specify the target academic language competencies that English learners need to progress in and gain mastery of the Common Core Standards. One of the report's authors, Robert Linquanti, states: "Acknowledging and overcoming the challenges involved in fairly and accurately assessing ELs is integral and not peripheral to the task of developing an assessment system that serves all students well. Treating the assessment of ELs as a separate problem -- or, worse yet, as one that can be left for later -- calls into question the basic legitimacy of assessment systems that drive high-stakes decisions about students, teachers, and schools." Include virtual performance assessments as part of comprehensive state assessment systems. Virtual performance assessments have considerable promise for measuring students' inquiry and problem-solving skills in science and in other subject areas, because authentic assessment can be closely tied to or even embedded in instruction. The simulation of authentic practices in settings similar to the real world opens the way to assessment of students' deeper learning and their mastery of 21st century skills across the curriculum. We are just setting out on the road toward assessments that ensure fair and accurate measurement of performance for all students, and support for sustained improvements in teaching and learning. Developing assessments that realize these goals will take time, resources and long-term policy commitment. PARCC and SBAC are taking the essential first steps down a long road, and new technologies have begun to illuminate what's possible. This report seeks to keep policymakers' attention focused on the road ahead, to ensure that the choices they make now move us further toward the goal of college and career success for all students. This publication was released at an event on May 16, 2011

Mapping environmental injustices: pitfalls and potential of geographic information systems in assessing environmental health and equity.

Geographic Information Systems (GIS) have been used increasingly to map instances of environmental injustice, the disproportionate exposure of certain populations to environmental hazards. Some of the technical and analytic difficulties of mapping environmental injustice are outlined in this article, along with suggestions for using GIS to better assess and predict environmental health and equity. I examine 13 GIS-based environmental equity studies conducted within the past decade and use a study of noxious land use locations in the Bronx, New York, to illustrate and evaluate the differences in two common methods of determining exposure extent and the characteristics of proximate populations. Unresolved issues in mapping environmental equity and health include lack of comprehensive hazards databases; the inadequacy of current exposure indices; the need to develop realistic methodologies for determining the geographic extent of exposure and the characteristics of the affected populations; and the paucity and insufficiency of health assessment data. GIS have great potential to help us understand the spatial relationship between pollution and health. Refinements in exposure indices; the use of dispersion modeling and advanced proximity analysis; the application of neighborhood-scale analysis; and the consideration of other factors such as zoning and planning policies will enable more conclusive findings. The environmental equity studies reviewed in this article found a disproportionate environmental burden based on race and/or income. It is critical now to demonstrate correspondence between environmental burdens and adverse health impacts--to show the disproportionate effects of pollution rather than just the disproportionate distribution of pollution sources

Wild bee toxicity data for pesticide risk assessments

Pollination services are vital for agriculture, food security and biodiversity. Although many insect species provide pollination services, honeybees are thought to be the major provider of this service to agriculture. However, the importance of wild bees in this respect should not be overlooked. Whilst regulatory risk assessment processes have, for a long time, included that for pollinators, using honeybees (Apis mellifera) as a protective surrogate, there are concerns that this approach may not be suffciently adequate particularly because of global declines in pollinating insects. Consequently, risk assessments are now being expanded to include wild bee species such as bumblebees (Bombus spp.) and solitary bees (Osmia spp.). However, toxicity data for these species is scarce and are absent from the main pesticide reference resources. The aim of the study described here was to collate data relating to the acute toxicity of pesticides to wild bee species (both topical and dietary exposure) from published regulatory documents and peer reviewed literature, and to incorporate this into one of the main online resources for pesticide risk assessment data: The Pesticide Properties Database, thus ensuring that the data is maintained and continuously kept up to date. The outcome of this study is a dataset collated from 316 regulatory and peer reviewed articles that contains 178 records covering 120 different pesticides and their variants which includes 142 records for bumblebees and a further 115 records for other wild bee species.Peer reviewe

Accounting students' IT applicaton skills over a 10-year period

This paper reports on the changing nature of a range of information technology (IT) application skills that students declare on entering an accounting degree over the period from 1996 to 2006. Accounting educators need to be aware of the IT skills students bring with them to university because of the implications this has for learning and teaching within the discipline and the importance of both general and specific IT skills within the practice and craft of accounting. Additionally, IT skills constitute a significant element within the portfolio of employability skills that are increasingly demanded by employers and emphasized within the overall Higher Education (HE) agenda. The analysis of students' reported IT application skills on entry to university, across a range of the most relevant areas of IT use in accounting, suggest that their skills have continued to improve over time. However, there are significant differential patterns of change through the years and within cohorts. The paper addresses the generalizability of these findings and discusses the implications of these factors for accounting educators, including the importance of recognising the differences that are potentially masked by the general increase in skills; the need for further research into the changing nature, and implications, of the gender gap in entrants' IT application skills; and the low levels of entrants' spreadsheet and database skills that are a cause for concern

Residue analyses and exposure assessment of the Irish population to nitrofuran metabolites from different food commodities in 2009–2010

peer-reviewedAn exposure assessment to nitrofuran residues was performed for three human populations (adults, teenagers and children), based on residue analyses of foods of animal origin (liver, honey, eggs and aquaculture) covering the 2-year period 2009– 2010. The occurrence of nitrofuran metabolites in food on the Irish market was determined for the selected period using the data from Ireland’s National Food Residue Database (NFRD) and from results obtained from the analysis of retail samples (aquaculture and honey). Laboratory analyses of residues were performed by methods validated in accordance with Commission Decision 2002/657/EC regarding performance of the analytical method and interpretation of results. Semicarbazide (SEM) was the contaminant most frequently identified and its content ranged from 0.09 to 1.27 μg kg−1. SEM is currently used as a marker of nitrofuran abuse, but it may also occur from other sources. The presence of nitrofuran metabolite 3-amino-2-oxazolidinone (AOZ) was detected in two aquaculture samples (prawns) at 1.63 and 1.14 μg kg−1, but such a low number of positive cases did not present sufficient data for a full AOZ exposure assessment. Therefore, the evaluation of exposure was focused on SEM-containing food groups only. Exposure assessments were completed using a probabilistic approach that generated 10 iterations. The results of both the upper- and lower-bound exposure assessments demonstrate that SEM exposure for Irish adults, teenagers and children from selected food commodities are well below EFSA-estimated safe levels.This research was funded by the Food for Health Research Initiative (FHRI) administered by the Irish Department of Agriculture, Food and the Marine and the Health Research Board (Contract 07FHRIAFRC5

Advanced Methods for Dose-Response Assessment: Bayesian Approaches—Final Report

Resources for the Future (RFF), in conjunction with the U.S. Environmental Protection Agency, the Society for Risk Analysis, and the Electric Power Research Institute, held a workshop September 18–20, 2000, at the RFF Conference Center in Washington, D.C. The intent was to discuss how Bayesian approaches could be useful in improving techniques for estimating exposure–response functions. Ten distinguished scholars from a range of fields (medical biostatistics, decision sciences, environmental engineering, and toxicology) served as faculty. Approximately 80 people attended the workshop. Bayesian methods have been applied to a variety of problems in biomedical research and environmental risk analysis, including design of clinical trials, estimation of exposures to humans and local environments, and, in a few cases, estimation of exposure–response functions. Bayesian methods offer two signal advantages: their use requires careful analysis of problem logic, which has intrinsic utility, and disparate data can be incorporated into calculations. Although application of formal Bayesian analysis can be computationally challenging, widely available computer programs now greatly reduce this burden. Participants identified several factors that may impede the dissemination of Bayesian approaches among practitioners of dose–response assessment and made some recommendations for overcoming these hurdles. EPA, other regulatory agencies that use dose–response assessment as part of their processes, and the private sector all should take steps to foster the use of Bayesian approaches. EPA and other agencies should work to persuade professional societies (for example, Society for Risk Analysis, Society of Toxicology) to seek out and recognize meritorious analyses that use Bayesian approaches. EPA and private-sector organizations should consider sponsoring research into using Bayesian approaches, demonstration analyses that use them, and using the results of this work to help educate peers in the risk analysis and toxicology professions. EPA should request all staff and contractor scientists who develop mathematical models to use Bayesian techniques to calibrate models. EPA should consider ways to inform its staff, contractors, and the research community as to the utility of Bayesian analyses. EPA should consider improving its research planning by making use of Bayesian techniques (including value-of-information analyses).Bayesian analysis, dose–response, regulation, risk assessment, arsenic