Concerning measures to modify the administration of education assessments.
Summary
SB 26-068 would direct the Colorado Department of Education to reduce the administration of standardized summative assessments to the minimum extent practicable, while still meeting federal and state requirements for measuring student academic achievement. The bill defines “summative assessment” and instructs the department to administer these tests as sparingly as possible consistent with effective assessment of student learning.
If the department determines that existing federal requirements prevent that approach, the bill requires it to apply for a federal waiver within 90 days after the act takes effect. The waiver request could seek a shortened assessment, sampling or matrix-sampling model, or another strategy identified by the department. The bill is framed as an assessment-administration measure rather than a change to curriculum or school accountability standards.
Impact
The bill would add a new section to the Colorado Revised Statutes governing education assessments and would impose an affirmative duty on the Department of Education to minimize the use of standardized summative tests. It also creates a statutory requirement to seek federal relief under the Elementary and Secondary Education Act waiver provisions if needed to implement the reduced-testing approach. The practical effect would be to influence how statewide assessments are designed, scheduled, and administered to students, and could affect school districts, educators, students, and assessment vendors.
Sentiment
Based on the bill text and the limited available legislative history, the measure appears to be motivated by a desire to reduce testing burden while preserving meaningful academic measurement. The sponsorship from legislators in both chambers suggests some bipartisan or cross-chamber interest in assessment reform. There are no recorded committee transcripts or votes in the provided materials indicating strong opposition or support, so the overall sentiment cannot be measured precisely, but the bill’s framing suggests a reform-oriented, student-centered approach.
Contention
The main point of contention is likely the balance between reducing standardized testing and maintaining compliance with federal accountability requirements. Supporters would likely favor less testing time, less disruption to instruction, and more flexibility in assessment design, while opponents may worry that fewer or sampled assessments could weaken comparability, accountability, and the state’s ability to monitor student performance. Another potential issue is whether the federal government would approve the requested waiver and whether alternative assessment models would be operationally feasible.