An Act Prohibiting Bias In State Mastery Examinations By Providing A Valid, Fair And Reliable Estimate Of A Student's Overall Performance.
Impact
If enacted, the bill would have notable implications for the evaluation and promotion of students within the state education system. By removing reliance on mastery exams as the primary measure of student performance, the legislation aims to encourage a more holistic approach to education. This could lead to a varying emphasis on different assessment methods, promoting a broader understanding of student capabilities beyond standardized test scores.
Summary
House Bill 6785 aims to address and mitigate bias in state mastery examinations by providing a valid, fair, and reliable estimate of a student's performance. The bill proposes amendments to Title 10 of the general statutes with the intent to ensure that standardized assessments reflect grade-appropriate standards. It emphasizes that these mastery examinations should not supplant existing academic standards or restrict curriculum diversity. One significant aspect is the bill's provision that prohibits the use of mastery examination results as the sole indicator for student promotion or graduation.
Contention
Contentious points surrounding the bill may include discussions on how to effectively implement the guidelines regarding the examination and assessment processes. There is potential concern among stakeholders, including educators and administrators, on how changes will affect existing cutting-edge educational practices. Additionally, the bill's emphasis on the need to continuously monitor issues related to computer adaptive tests, as well as variances in student computer skills, raises questions about resource allocation and the practicality of these investigations.