Relating to establishing a pilot program under which public schools may develop a portfolio method to assess secondary-level student performance for purposes of accountability and qualification for graduation.
The bill aims to amend existing education codes, particularly focusing on how student performance is quantified for graduation requirements. Under HB 989, the performance achieved through portfolio assessments will carry significant weight, comprising up to 65% of a student's overall performance for graduation qualification. Additionally, for performance ratings assigned to schools and districts, the portfolio method will account for 50% of the total performance score. This change is likely to incentivize schools to adopt innovative teaching strategies and enhance student engagement, potentially improving overall educational outcomes.
House Bill 989 proposes the establishment of a pilot program that allows public schools in Texas to develop and implement a portfolio method for assessing secondary-level student performance. The intention of this bill is to provide an alternative assessment option that can be utilized alongside traditional standardized testing, potentially offering a more comprehensive evaluation of a student's abilities and achievements. This portfolio assessment could vary in format, including written submissions, digital presentations, and even oral defenses, fostering creativity and critical thinking skills among students. The implementation would require districts to submit detailed plans to the state governing body by May 1, 2018, involving teachers and students in the process.
While the bill has many advocates who believe it will provide necessary flexibility in student assessments, there are concerns about its implementation and potential disparities in how schools execute the portfolio method. Critics may argue that such a system could introduce inconsistencies and challenges in measuring performance across various districts. Furthermore, there are apprehensions regarding resource allocations for training educators in the new assessment methods, with fears that underfunded districts may struggle to effectively integrate these changes. Despite these concerns, the bill seeks to call attention to the urgent need for adaptive assessment methods in the evolving educational landscape.