Relating to authorizing the use of a writing portfolio assessment to assess writing performance for public school students.
Impact
If enacted, HB 83 will amend the Education Code, specifically adding a new section that will enable school districts to create and implement writing portfolio assessments. These assessments will be designed in collaboration with higher education institutions, ensuring that they meet standards for validity and reliability. Additionally, districts will have the flexibility to adopt policies for scoring these assessments, potentially involving classroom teachers, which could foster a deeper connection between instruction and assessment practices.
Summary
House Bill 83, proposed by Representative Zwiener, aims to authorize the use of a writing portfolio assessment as an alternative method for assessing writing performance in public school students. The bill allows school districts the option to replace certain components of the existing reading assessments and English end-of-course assessments with a portfolio approach. This initiative is significant as it seeks to enhance the evaluation of students’ writing skills through comprehensive, multi-faceted assessments rather than relying solely on traditional multiple-choice testing formats.
Sentiment
The general sentiment surrounding HB 83 appears to be positive, particularly among educators and advocates for progressive education reforms. Proponents argue that portfolio assessments can provide a more accurate representation of student writing abilities and growth over time. By emphasizing the writing process and various styles, the bill is seen as a step toward a more holistic approach to student assessment, which could lead to improved educational outcomes. However, detailed discussions regarding logistical implementation and resource allocation may surface as the bill progresses.
Contention
While HB 83 has generated support, there could be points of contention regarding its implementation across different school districts, especially in terms of resource availability and teacher training for conducting portfolio assessments. Questions may also arise about whether the new assessments will align adequately with existing state-mandated testing requirements. The transition from traditional forms of assessment to portfolio-based evaluations may be viewed skeptically by some stakeholders concerned about accountability and comparability in student performance measurements.
Relating to requiring the Texas Education Agency to conduct a study to develop a writing assessment method for public school students and establish a pilot program to administer the assessment method developed.
Relating to assessment of public school students and providing accelerated instruction and eliminating performance requirements based on performance on certain assessment instruments.
Relating to the administration of certain assessment instruments, the accountability rating system for assessing campus and district performance, public school career and technology education programs, and an extracurricular and cocurricular allotment under the Foundation School Program.