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" ... The main problem is what the draft refers to as “scaffolds”—things that can help students perform their best. All tests have some scaffolds, even if they’re only directions on how to answer the questions. But the proposed changes to the NAEP go well beyond that. Students might see avatars pop up to explain things, or watch a video on a topic before reading a passage, on the theory that “meaning-making activity [is] fundamentally social.” But how will we know whether test-takers were able to glean information from an avatar or from reading the passage? The draft also calls for avoiding “unnecessarily syntactically complex and long construction,” with a sentence using “while _____, then _____” given as an example. Leaving aside the fact that “while … then” doesn’t make much sense as a construction, shouldn’t twelfth-graders, at least, be able to read a sentence that begins with a word like “while”? (Not to mention that the draft framework itself is full of syntactic complexity that is arguably “unnecessary.”) ... "