After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
Download a PDF of the brief here.
Around the country, vendors are approaching states and making claims that their summative mathematics assessments are aligned to state standards, such as the Common Core. These claims are easy to make, yet difficult for state employees to confirm. To assist states in their efforts to establish the accuracy of such claims, Achieve has been working to develop a methodology and tools to evaluate the quality and alignment of assessments, building from the earlier review work of the Thomas B. Fordham Institute and the Human Resources Research Organization (HumRRO).
In this process, Achieve recognized an opportunity to forward the national conversation on higher-order thinking as an aspect of assessment evaluation. The most popular framework for this purpose is Webb’s Depth of Knowledge (DOK), which places items on a scale from 1 to 4, from recall to extended thinking. However, most of the current state standards expect students to evidence procedural skills and fluencies, conceptual understandings, and applications, and DOK is not able to distinguish or emphasize these elements. These “Aspects of Rigor” represent a beneficial shift that was promoted by the Common Core and should apply to assessment as well as standards.