From the CES Essential blog, this is the news I’ve seen in a while — Nebraska has gotten the STARS project re-approved by the DoE.

For those who haven’t seen my previous posts about the STARS project, it is Nebraska’s answer to NCLB that “allows each school district to come up with its own methods to meet the state’s standards for writing, reading, math, science and social studies/history.” Yes, Nebraska has come up with a way to meet the NCLB requirements without giving in to state-wide tests.

Here’s a quote from 2005’s Substance Magazine about the Nebraska Commissioner Doug Christensen and the STARS Project:

“There will be no state tests in Nebraska as long as I am State Superintendent.” Christensen went on to offer a summary explanation of Nebraska’s assessment system, STARS (Student-based, Teacher-led Assessment and Reporting System), a mixed-model assessment plan that includes some standardized tests and some locally-produced performance assessments.

Christensen explained that one of the five national standardized tests may be selected by local systems, but none of these tests is used for ranking, grade promotion, or other high stakes decisions. Instead, Nebraska is one of two states (the other being Maine) that offers a hybrid assessment system that includes writing assessments in grades 4, 8,and 11, and may include norm-referenced tests, criterion referenced assessments, and locally-developed classroom assessments.

In Nebraska, these assessments are assembled into portfolios that must include samples of the instruments used, and then they are submitted to the State for rating. Exemplary assessment practices by local districts are offered as models that may be replicated by other local systems.

“Which would you rather use to get to know a child,” asked Christensen, “a snapshot or a videotape?” Comparing Nebraska’s assessment system with a long-running videotape, Christensen explained that all Nebraska teachers are closely involved in determining, first, “what students are to know and be able to do” and, and secondly, “how to determine if students know and understand.” In order for teachers to focus on this kind of grassroots assessment, the State foregoes any form of rank ordering or single measures in their assessment system. Christensen argues that the low stakes environment allows and encourages teachers to be constantly engaged in formative assessments that can improve learning, rather than simply trying to measure it. In Christensen’s view, “it is better to be good than to look good.”

With the re-approval of the STARS project, will other states follow Nebraska’s lead? Will we see other states come up with programs of assessment that allow us all to reach high standards without standardized tests? Or will we all just have to move to Omaha?