RESEARCH AND publications ON PERFORMANCE ASSESSMENT and the CONSORTIUM
John W. Saye, Jeremy Stoddard, David M. Gerwin, Andrea S. Libresco & Lamont E. Maddox (2018) Authentic pedagogy: examining intellectual challenge in social studies classrooms, Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1473496 National study of 62 social studies classrooms found that participating Consortium classrooms exhibited the highest level of authentic intellectual work, "a necessity to maintain democratic societies."
Abeles, Vicki (2015) Beyond Measure, Simon and Schuster
A compelling set of arguments for reconsidering how we define success in American education and for radically altering the approach we’ve taken to get there. Includes descriptions of schools belonging to the New York Performance Standards Consortium
Blankstein, Alan & Noguera, Pedro, Excellence Through Equity, Barlowe, Aram & Cook, Ann, “Empowering Students and Teachers Through Performance-Based Assessment,” 2015
An anthology highlighting educational initiatives focused on the pursuit of equity goals. The chapter explores the connection between curriculum and instruction and the performance assessment system practiced by schools in the New York Performance Standards Consortium. The chapter documents how eliminating high stakes testing allows teachers to achieve a greater level of professionalism able to develop skills which fosters inquiry pedagogy and student participation.
Hagopian, Jesse, More Than A Score, Haymarket Books (2015)
More Than a Score is a collection of essays, poems, speeches, and interviews with an account of the New York Performance Standards Consortium offers a viable alternative to high stakes testing.
Harvey, Hillary, in Hudson Valley: Chronogram, “Opting out” 2015
Alternatives to high stakes standardized testing discussed by NY State parents and educators. Includes discussion of NY Performance Standards Consortium.
Katz, Jonathan (2014). Developing Mathematical Thinking: A Guide to Rethinking the Mathematics Classroom (Lanham, MD: Rowman & Littlefield).
The author presents both a vision for bringing beauty and inquiry back to the teaching of mathematics and also guidelines and projects that can help teachers implement that vision.
Foote, M. (2012). “Freedom from high-stakes testing: A formula for small school success.” Critical Small Schools (Charlotte, NC: Information Age Publishing).
Dr. Foote discusses how Consortium schools, freed from state testing mandates, prepare their students for college by teaching them how to write papers, develop and defend theses, construct arguments, and do oral presentations.
Mathews, Jay. (2011). Give us your ideal schools. Washington Post, 08/29/2011
Columnist Jay Mathews highlights the Consortium schools for their success in graduating urban students at high rates and preparing them for the academic rigors of college.
Tashlik, Phyllis. (2010). “Changing the National Conversation on Assessment”, Phi Delta Kappan, 91(6), 55-59.
The author shows how Consortium schools use qualitative data to make substantive decisions about students.
Teacher to Teacher Publications (New York: Teachers College Press).
A series of books and DVDs published by the Consortium, providing a valuable and practical resource for the classroom teacher.
- Back to the books: Creating a literacy culture in your school (2010)
- Inquiry in action: Teaching Columbus (2006)
- Inquiry teaching in the sciences (2004)
- Looking for an argument? (2004; 2014)
- Serving the community: Guidelines for setting up a service program (2006)
- Talk, talk, talk: Discussion-based classrooms (2004)
- Teaching American history: An inquiry approach (2004)
Wolk, R. (2010). Education: The case for making it personal. Educational Leadership, 67(7), 16-21.
The author discusses the inquiry-based learning and performance assessment at a Consortium school, concluding that they foster the complex skills needed to develop life-long learners.
Schmoker, M. (2009). Educational Leadership, 66(4), 70-74.
A consortium of New York schools shows how schools can collect data that serve a 21st century agenda. The author discusses how Consortium schools, unconstrained by state standardized testing mandates, use data to support instruction for such complex learning as critical thinking and problem solving.
Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it (New York: Basic Books).
The author, a Harvard education professor, cites the Consortium for its outstanding assessment and accountability systems that ensure students learn the skills they need to survive in the 21st century.
Foote, M. (2007). Keeping accountability systems accountable. Phi Delta Kappan, 88(5), 359-363.
Dr. Foote’s study indicates that despite serving a more disadvantaged student population than NYC high schools in general, Consortium schools have much higher graduation rates, plus their students do well in college and persist at a rate better than the national average.
United Federation of Teachers Task Force on High Stakes Testing (2007, April). Report of the UFT Task Force on High Stakes Testing. New York: United Federation of Teachers.
The task force, concluding that high-stakes testing policies are harming teaching and learning, singles out the Consortium’s assessment system as an alternative model for improving instruction and developing strong learners.
Cook, Ann and Tashlik, Phyllis (Fall 2005), "Challenging Bad Education Policy: Making the Pendulum Swing in New York State" Horace, Vol. 21, No. 4.
Early challenge to the dominance of high stakes standardized tests and the history of the NY Performance Standards Consortium and its performance assessment system.
Cook, Ann and Tashlik, Phyllis (Summer 2005). "Standardizing Small'" Rethinking Schools, Vol. 19, No. 4.
The authors describe how test-driven policy and the testing industry undermine the goals and mission of small schools.
Darling-Hammond, Linda (2002). Redesigning Schools: What Matters and What Works (School Redesign Network at Stanford University) "High Standards and Performance-Based Assessment," 14-19.