Houston, I Think We Might Have a Problem One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been […]
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Reflecting on the Enduring Lessons From COVID-19 A year ago the pandemic changed everything, including the way we think about educational assessment. Although COVID-19 was well on its way to […]
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An Exploration of Feasibility for a Through Year Assessment System In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative […]
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Finding a Path Forward Following 2021 Test Scores Using Existing Tools and Procedures To answer the question of what 2021 test scores will mean, I start by acknowledging that the […]
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The Role of Student Growth & Statewide Testing As of January 2021, the United States is almost completely in the dark as to the pandemic effects on student learning. In […]
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Compelling Reasons to Think Twice Before Moving 2021 Spring State Testing to the Fall When spring state testing was abruptly canceled last year, one of the first options considered briefly […]
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How Can We Best Communicate Results From State Testing Given the Challenges of Learning in a Pandemic? Even as discussions continue about the merits of state testing in 2021, the […]
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Mode or Accommodation? A Framework for Thinking about How Remote Administration Impacts Test Score Meaning This is the second of two posts on planning for the examination of the validity […]
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Why Validity is Threatened Under Remote Administration Conditions This is the first of two posts on planning for the examination of the validity of scores collected through remote test administration. […]
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Charting a Course in Uncertain Times: Voices From RILS 2020 To some extent, trying to address the many challenges that the pandemic presents for K-12 education has been like steering […]
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This is the fourth in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Maura O’Riordan, from the University of Massachusetts Amherst, worked with Chris Domaleski to develop guidance to help states better understand the impact of assessment accommodations on the meaning and interpretation of test scores.
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In 2018, the Center was honored to be invited by the National Academy of Education to contribute two chapters to the book Comparability of Large-Scale Educational Assessments, which was released […]
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Currently, three states have publicly announced their intention to pursue a waiver from federal testing requirements for the 2020-2021 academic year. In a few other states, there appears to be […]
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Formative Assessment Wins Again In recent weeks, we have been pleased to feature several CenterLine posts by Center associates and guest authors addressing how states, districts, and schools should consider […]
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Game-Based Assessment Can be Fun for Students: Can We Make Its Use More Informative for Teachers? In recent weeks, CenterLine has featured several posts by Center associates and guest authors […]
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Education Reform has Always Been About Recovering Losses in Learning In a late April survey by EdWeek, 320 district administrators were asked to indicate the most urgent needs that assessment vendors […]
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How Selecting the Appropriate Assessment Can Help Inform Instruction This Fall Schools have dismissed students to enforce social distancing and have implemented remote learning for the rest of the 2019-20 […]
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COVID-19 School Closures Provide an Opportunity to Think About and Assess Learning Differently Jal Mehta, author of In Search of Deeper Learning, was recently interviewed by Rick Hess about how to support deeper […]
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