Curriculum and Assessment

Our vision is that every student graduates ready for further learning and the 21st century workforce by providing educators digital access to standards-driven curricula that are personalized to meet the academic needs of all students, while providing balanced assessments that measure students’ knowledge and skills in each of the content domains.

We believe the most efficient and useful means of accomplishing this vision of curriculum and assessment is via collaboration.  We see technology being able to deliver on a professional learning “commons” that will include resources to develop:
  • common understanding of the essential elements and research-base of new media literacies;
  • common understanding of the Common Core and other state academic standards, their linkages to Universal Design for Learning; Response to Intervention and assessment;
  • a digital curricular repository including digital “textbooks”;
  • equitable access to (common) digital tools;
  • access to exemplars suggesting content-focused, technology embedded units;
  • models of assessment tasks, and
  • a collaborative space to promote and discuss promising practices in digital learning.

All educators should have digital access to online, blended and face-to-face, and standards-driven curricula that is personalized to meet the academic needs of all students.  All educators must also have access to balanced assessment approaches that measure students’ knowledge and skills in each of the content domains. Doing so ensures that every student graduates ready for further education and the 21st century workforce.

A “commons” would serve as the authoritative Wisconsin educator resource portal built on strong partnerships with in-state educational organizations, primarily those funded with public resources.  We recommend this fully cloud-based portal be focused on, but not limited to resources created or held by Wisconsin entities. Examples of such resources include:
The resource portal must be interoperable so that the resources may be integrated with other information systems managed within districts. Resources incorporated would be used in both blended learning environments (i.e., face-to-face settings where instruction incorporates digital resources and tools) and fully virtual environments. The resources must be categorized and organized in a manner that creates the most value for educators (e.g., Common Core or other standards alignment, grade levels, disciplines, target learner types).

As a governing state and member of the Executive Board of the SMARTER Balanced Assessment Consortium (SBAC), Wisconsin can leverage that effort to create the student assessments and resource sharing envisioned here. In addition, Wisconsin also belongs to the Dynamic Learning Maps (DLM) consortium, which is focused on developing an alternate assessment system for students with significant cognitive disabilities. Resources developed via DLM should also be placed in the resource portal.

Another driving force for these changes in curriculum and assessment relative to digital learning is, in part, the adoption of new district and school accountability and educator effectiveness systems, both of which are based on the state assessment system. The assessment system measures progress and proficiency on the Common Core State Standards. Digital learning is clearly defined within these standards. Educators must be familiar with these standards in order to be able to meet the goals set out in our accountability systems.  We have an obligation – as a comprehensive system of support for educators – to facilitate that transition by providing quality curricular and assessment models and resources available to all Wisconsin educators.