Jeff Eisenberg’s Post

28 Advanced Placement (AP) exams will be digital from next May as the College Board expedites its digitization push due to increased cheating and score cancellations after this year's exams. #GreatCollegeAdvice #APExams #StandardizedTesting #HighSchool

Finally for a more secure system 👩🏼💻👨🏻💻

28 AP Exams will be fully DIGITAL all over of the world. Some AP exams like AP Calculus AB and BC will be partially digital and partially paper base... New more secure AP exams are on the way ... Read the article which will be extremely helpful. https://lnkd.in/dU6RpHXt #DigitalAPExams

The Grade Five Scholarship Exam has become a point of contention due to various factors. While the burden it places on children is evident, many parents view it as a vital opportunity to secure their child’s future, particularly in gaining admission to prestigious schools. This is especially significant for families in underprivileged areas, where local schools often lack even basic facilities. Their expectations and hopes, therefore, are rooted in a desire for better educational opportunities for their children. When news of exam paper leaks surfaces, it shatters these hopes for many parents, leading to concerns about fairness and the integrity of the system. The ongoing investigation into the leak has yet to determine the full extent of the compromised sections, leaving many in uncertainty. The proposed solution of awarding equal marks does little to ease parents’ concerns, as it may not address the imbalance created by the leak. In situations where an exam paper is compromised, the standard practice is often to cancel either the specific section or the entire paper. This is a difficult decision, but one that may be necessary to maintain the credibility of the exam process. It’s a dilemma that strikes at the heart of fairness and equity in education, especially in a context where so many families pin their hopes on a fair outcome.

Interesting reporting on the College Board's recalibration efforts on their tests. Test scores over the past several years have been changing to "recalibrate" with equivalent college grades in those courses. The net result is a change in passing scores (3's, 4's and 5's) and some fairly dramatic changes. Some are positive in that the recalibration will allow more students to obtain passing scores and college credit and will shorten the time to a postsecondary degree. Others are critical or skeptical in that it is a lowering of standards. Going to keep an eye on how this plays out...have more to learn on my end. Want to do some reading on the topic? https://lnkd.in/e56PaRuH

AP Exams are undergoing a massive "recalibration" so that 500,000 more students will earn "passing" scores of 3 or above this year. Check out my latest from Marco Learning

It’s not everyday I get an op-ed in my inbox that mentions the New York State Regents exams! As someone passionate about helping all students succeed on these tests, I read this with great interest. Here’s what I learned: Next week, Massachusetts has a measure on the ballot that could potentially eliminate their MCAS exam, which is currently required for high school graduation in MA. The article draws a parallel with our very own Regents exams, and how there is a similar push here in NY to make these tests optional. I believe strongly that any student of any background can be taught to pass any state exit exam with 3 things: 1) Quality instruction in a small group setting (< 5:1 student:teacher ratio with at least some 1:1 ) 🙋🏿♂️👩🏻🏫 2) Emotional support + encouragement 🤝 3) Time ⏱️ There is so much debate about whether or not to cancel the tests, but far less debate about how we can allocate more resources to building the kinds of supports that would help every student pass (which would render the testing question moot). I get why. It’s easier to cancel a test than to try to implement what I’m prescribing to all students, at scale, with high-quality tutors. But we’ve got to try. As author Jessica Grose writes, “Life is an endless stream of tests of different kinds, and we do our children a disservice by pretending that it is not. If tests are stressful, we should work on helping children with their anxiety and make sure they are prepared enough for a test so that they feel confident.” What do you think? Do we eliminate or make optional tests like the Regents, or do we provide interventions and supports for all students who need them? Is it necessarily an either/or? Would love to hear your thoughts in the comments! #nysregents #highschooldiploma #graduation #mcas #exitexams #tutoring

Long after I graduated high school, they changed the NYC education system so _everyone_ would take the Regents Exam and the non-academic track would be eliminated. This looked good politically, but led to some serious social problems on a practical level. As far as I know, this meant that shop and vocational classes were eliminated. Money saving and liability-reducing for the school system, but it meant that those who were good with their hands but maybe not so good with formal education were denied a straight path to jobs. Also, this very likely expanded the "special needs" population, where again, those for whom various aspects of academic learning might not have been their skill set were stigmatized, labelled, and "helped" at government expense, effectively taking the $ savings from one pocket and putting it into another. (This could only serve to enhance an entrenched bureaucracy.) While the first part of this was highly publicized, what was less publicized was that they ended up having to "lower the bar" making the content and questions of the Regents Exams at a lower level to ensure that a larger percentage of the student population could pass the Regents Exams in the required subjects. Finally, one of my uncles who has experience as a corporate exec with a Computer Science degree, told me that he had at one time been offered a job with the NYS Regents Exam System (he did not disclose the period in history) wherein they gave him extensive "insider" information about the computer systems and testing protocols they used. He claimed that when they gave the RCT (Regents Competency Test-the test that determined whether a student was selected for the "Regents track" or not back when not everybody was) to 8th graders in the NYS public school systems, after all those high school classes of Regents books and teaching the test; the Regents Exams they ultimately gave to the high school seniors was the exact same exam as the RCT they took in 8th grade! I don't know when or if that really happened (maybe someone here who works/worked for the NYS Regents system can tell me?) but it wasn't the experience my sister and I had when we attended high school and took the Regents Exams during the 1980s.

Credit for Prior Learning (CPL) is a well-known tool in higher education that continues to hold promise for expanding access and lowering costs for underserved populations, including adult learners. However, access to these credentials remains limited and underutilized, which is why we were excited to see the recent effort by Davenport University to provide an accessible, easy-to-use digital tool that helps students predict what credits they may receive for their experiences and then generate how much money and time they could save using a specialized pathway Adult learners make up a significant proportion of the college student body, bringing a wealth of prior experience with them. CPL enables these students to receive credit for relevant lived experiences outside of academia, shortening their time to degree and lowering the cost of their education. Learn more via Inside Higher Ed https://lnkd.in/gUqAZQVE