California Assembly Bill AB1035

California 2017-2018 Regular Session

• Introduced: 2/16/17
• Refer: 3/6/17
• Report Pass: 4/18/17
• Refer: 4/19/17
• Report Pass: 4/27/17
• Refer: 4/27/17
• Refer: 5/10/17
• Report Pass: 5/26/17
• Engrossed: 5/31/17
• Refer: 6/1/17
• Refer: 6/14/17
• Report Pass: 6/20/17
• Refer: 6/20/17
• Report Pass: 6/29/17
• Refer: 6/29/17
• Enrolled: 9/12/17
• Chaptered: 10/13/17
• Passed: 10/13/17

Caption

Pupil assessments: interim assessments: purposes of use.

Impact

The impact of AB1035 significantly transforms the use of assessments within the state's educational system. By mandating that interim assessments be tailored to support teaching and learning rather than serving punitive roles, the bill promotes a more supportive learning environment. The legislation seeks to elevate the quality of educational assessments and ensure they align with encouraging student growth rather than merely measuring achievement. This shift is expected to afford teachers the opportunity to develop and refine their instructional strategies based on direct feedback from students' assessments.

Summary

Assembly Bill No. 1035, also known as AB1035, amends the Education Code to enhance the uses of pupil assessments, particularly focusing on interim assessments within California's educational framework. The primary objective of the bill is to ensure that interim assessments are designed to provide timely feedback to educators, which can be utilized to continuously adjust instruction in order to improve student learning outcomes. Importantly, the bill clearly establishes that the results of these interim assessments should not be used for high-stakes purposes such as teacher evaluations or student promotions, thereby alleviating pressure on educational stakeholders and focusing on formative learning processes.

Sentiment

The overall sentiment surrounding AB1035 is positive among educators and advocacy groups focused on student learning and teacher support. Many view the bill as a progressive step towards improving educational practices while reducing the strict implications associated with standardized testing. However, some concerns persist regarding the implementation of these assessments and whether adequate resources will be made available to truly capitalize on the potential benefits of the bill. Legislative discussions reflect a shared commitment to elevating educational standards, yet also underscore the ongoing debate over balancing assessment rigor with student well-being.

Contention

Notably, the contention within the discourse surrounding AB1035 centers on the implications for high-stakes testing environments. Critics argue that while it is beneficial to prohibit the use of interim assessments for high-stakes decisions, there are challenges in ensuring equitable access to timely and constructive feedback across diverse educational contexts. Opposition voices express concerns that without a standardized evaluation framework, the inconsistency in assessment interpretations may hinder the effectiveness of the reforms intended by the bill. Thus, the conversation reflects a broader dialogue about the future of educational assessments in California.