Pennsylvania House Bill HB887

Pennsylvania 2023-2024 Regular Session

• Introduced: 4/10/23
• Refer: 4/10/23

Caption

In professional employees relating to revised rating system, further providing for definitions; and providing for Student-Centered Assessment Pilot Program.

Impact

If implemented, HB 887 is expected to have significant implications on state education laws by modifying how student assessments are conducted within Pennsylvania's education system. The establishment of a pilot program for adaptive testing allows school districts to exempt participating students from certain standardized tests, thereby fostering a more personalized educational experience. This reform aims to address the limitations of traditional testing methods and may lead to improved academic outcomes for students across various grade levels.

Summary

House Bill 887 aims to amend the Public School Code of 1949 by introducing a Student-Centered Assessment Pilot Program that emphasizes adaptive testing for students in Pennsylvania's public schools. The bill specifies that assessments will be tailored to track student growth throughout the academic year, providing critical instructional data that educators can use to gauge academic achievement. The proposed definition of 'assessment' is broadened to include blended adaptive assessments, along with existing standardized tests, creating a more comprehensive approach to evaluating student performance.

Sentiment

The sentiment surrounding HB 887 appears to be largely supportive among educators and educational advocacy groups who recognize the need for a more flexible and growth-oriented assessment system. Proponents argue that adaptive testing will allow for more accurate reflections of student learning and needs. However, there may be contention regarding the adequacy of resources and training available for teachers and administrators to effectively implement the new assessment standards.

Contention

While the bill's intent to focus on student-centered assessment is largely viewed positively, some stakeholders may raise concerns about the feasibility of adopting new testing frameworks and the potential challenges associated with transitioning from traditional assessment methods. Specific points of contention could include the adequacy of training for educators administering adaptive tests and the implications of restructuring current evaluation processes in a way that truly supports diverse student learning experiences.