A Conceptual Framework for Analyzing the Costs of Alternative Assessment

Despite the fact that many states are investing millions of dollars into the development of alternative assessments, little is known about the actual costs of such assessments. In A Conceptual Framework for Analyzing the Costs of Alternative Assessments, CRESST partner Lawrence O. Picus analyzes many of the issues related to identifying the costs of new assessments including the relationship between costs and goals. “If, as is often the case in education,” says Picus, “there are multiple goals established for an alternative assessment program, then estimation of the costs of that program must include all of the resources necessary to accomplish all of those goals.” To identify alternative assessment costs, Picus suggests the use of a three dimensional model comprised of levels of expenditures, kinds of expenditures, and expenditure components. Levels of expenditures are the source of expense such as national, state, district, school, classroom, or private market levels. Kinds of expenditures include personnel, materials, supplies, and travel. Components include assessment development, production, training, scoring, reporting and program evaluation. “The largest single expenditure item in any assessment program,” concludes Picus, “seems likely to be personnel.” Opportunity costs must also be considered, adds Picus. Resources committed to creating an alternative assessment program are resources used to support a former testing program or resources that could be spent on other programs, such as bilingual education. The framework developed in A Conceptual Framework for Analyzing the Costs of Alternative Assessment addresses both opportunity costs and assessment costs matched to goals.