Credentialing commission could change the way California tests teachers
Credentialing commission could change the way California tests teachers EdSource
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California Commission on Teacher Credentialing Considers Improving Teacher Assessments
Credit: iStock_Ryan Balderas
California’s Commission on Teacher Credentialing is currently evaluating the effectiveness of educator assessments used in the state. The commission is exploring whether to continue using customized assessments, adopt assessments from other states, use a combination of both, or pursue alternative options.
A $25.6 million contract with Pearson, set to expire on October 31, 2025, currently provides testing for various assessments including the California Basic Education Skills Test, the California Subject Examinations for Teachers, the Reading Instruction Competency Assessment, and the California Preliminary Administrative Credential Examination.
Research to Improve Teacher Assessments
During a recent meeting, commissioners directed staff to conduct research on how to enhance teacher assessments in the state. The findings will be presented at a future meeting.
Commissioner Ira Litt expressed his concerns about the current assessment system, describing it as “imperfect and overly burdensome.” He emphasized that the end of the contract presents an opportunity for the commission to shape the next generation of teachers and urged them not to miss this chance.
Focus on Sustainable Development Goals (SDGs)
- Quality Education (SDG 4): The commission’s efforts align with SDG 4, which aims to ensure inclusive and equitable quality education for all.
- Reduced Inequalities (SDG 10): The commission recognizes the need to address disparities in teacher assessments, particularly for educators of color, to promote equality in the teaching profession.
- Partnerships for the Goals (SDG 17): The commission’s consideration of assessments from other states involves collaboration and knowledge-sharing to improve teacher evaluations.
Transitioning Away from Standardized Testing
California has been gradually moving away from standardized testing for teacher candidates. Recent legislation allows teacher candidates to choose approved coursework instead of the California Basic Education Skills Test (CBEST) and the California Subject Examinations for Teachers (CSET).
The state plans to retire the Reading Instruction Competence Assessment (RICA) in June 2025 and replace it with the Literacy Performance Assessment. This new assessment will allow teachers to demonstrate their competence through video clips and written reflections on their instructional practice.
Despite the availability of alternative options, data from the commission shows that most teacher candidates still choose to prove their competency through tests. However, it is expected that the number of test-takers will decrease as more candidates become aware of the other assessment choices.
Addressing Challenges and Seeking Solutions
Approximately half of California’s potential teachers have faced difficulties in passing the standardized tests required to earn a credential. The CBEST assesses reading, math, and writing skills, while the CSET evaluates subject-specific proficiency. The RICA must be passed for elementary school or special education teaching credentials.
Advocates argue that these tests create barriers for educators of color. They urge the commission and the state to eliminate the tests, similar to the California High School Exit Exam that was discontinued in previous years.
Commissioner Christopher Davis highlighted the disproportionate harm caused by standardized testing to people of color. He emphasized the opportunity for the commission to take action and set an example for other states to follow.
Ensuring Teacher Competency
While some commissioners view the expiration of the Pearson contract as an opportunity to comprehensively assess teacher candidates, others stress the urgency due to the state’s teacher shortage. They emphasize the importance of attracting and supporting effective teachers, acknowledging that passing a test should not be the sole determinant of a teacher’s ability.
The California Teachers Association supports recent legislation that offers alternatives to testing for proving competency. However, they emphasize the need for any adopted tests from other states to be vetted by California classroom teachers.
Student liaison Ronald Wicks, pursuing a multiple-subject credential, appreciates the idea of offering multiple options for teacher candidates to demonstrate their qualifications. He acknowledges that for some individuals, taking a test may be easier, especially if they want to teach in a subject they did not major in.
Conclusion
The Commission on Teacher Credentialing’s evaluation of teacher assessments in California aligns with the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals). By exploring alternative assessment methods and addressing disparities, the commission aims to improve the quality and inclusivity of teacher evaluations in the state.
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SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
The article discusses the assessment system for teacher candidates in California, focusing on the California Commission on Teacher Credentialing’s consideration of whether to continue using state-customized assessments or adopt assessments from other states. The issues highlighted in the article are directly connected to SDG 4, which aims to ensure inclusive and equitable quality education for all. Additionally, the article touches on gender equality (SDG 5) and reduced inequalities (SDG 10) by mentioning the disproportionate impact of standardized testing on people of color.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.5: Eliminate gender disparities in education
- Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development
- Target 5.1: End all forms of discrimination against all women and girls everywhere
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
Based on the article’s content, the specific targets that can be identified are related to eliminating gender disparities in education (Target 4.5), ensuring learners acquire knowledge and skills for sustainable development (Target 4.7), ending discrimination against women and girls (Target 5.1), and promoting social, economic, and political inclusion (Target 10.2).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile) for all levels of education
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
- Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and disability
The article does not explicitly mention indicators, but based on the identified targets, the following indicators can be used to measure progress: parity indices for education (Indicator 4.5.1), integration of global citizenship education and education for sustainable development in policies and curricula (Indicator 4.7.1), existence of legal frameworks promoting equality and non-discrimination (Indicator 5.1.1), and proportion of people living below 50 percent of median income (Indicator 10.2.1).
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.5: Eliminate gender disparities in education | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile) for all levels of education |
| SDG 4: Quality Education | Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment |
| Target 5.1: End all forms of discrimination against all women and girls everywhere | Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex | |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and disability |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: edsource.org
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