They are also cut and dry, right or wrong, no in between. The assessments I think we will be looking at examine not only what students know but what they don't and see learning as a progression.
Like the teacher I talked about who went into the filing cabinet and pulled out the same numbered tests every year without changing the ways because 'it worked in the past.'
This is the greatest challenge, administrators understanding the disconnect between what is going on in the class and what alternatives are out there. How to demonstrate how more effective teaching and alternative assessments can best prepare students for these standardized tests.