Focusing on Assessment Purposes and Uses to Identify Potential Sources of Instructional Information As seen by our growing list of recent CenterLine posts, professionals at the Center for Assessment are […]
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What to do Next in Assessment and Accountability? In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting […]
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Discussing the Implications of Calculating Student Growth Scores for Accountability and Using Growth as a Tool to Analyze the Impact of School Closures on Student Learning The COVID-19 (novel coronavirus) […]
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Part 3: Changes to the Current Accountability Model That May Fundamentally Reshape Educational Assessment and Accountability This is the final installment in a three-part series on the future of large-scale […]
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Implications of School Closures on Assessment Needs According to Education Week, “as of March 23, 2020, 7:31 p.m. ET: 46 states have decided to close schools. Combined with district closures in other […]
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Dealing Fairly with Assessment Contracts as Schools Cancel or Suspend Student Testing During the COVID-19 Crisis As of this writing, more than 80% of U.S. K-12 students will be home […]
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A High-Level Overview of Likely Implications and Options for Assessment and Accountability Like many of you, I’m closely following the news of the growing threat associated with the COVID-19 virus. […]
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Building a Better Theory of Action to Enhance the Utility of Assessment and Accountability Systems How do schools improve? More importantly, how can school improvement be sustained over time and […]
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Part 2: The Role of Education Theory, Public Support, and Political Policy in Shaping the Next Dominant Pattern in State Assessment and Accountability This is the second in a three-part […]
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Part 1: What Will Be the Next Dominant Pattern in State Assessment and Accountability, and What Might Cause It? This is the first in a three-part series on the future […]
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Starting a Discussion on How Federal Policy Can Better Support Innovation to Increase Student Learning Opportunities Here at the National Center for the Improvement of Educational Assessment, we think a […]
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High-Quality Assessments Used for the Right Reasons May be a Useful Tool for Teachers to improve Teaching Quality In his CenterLine post, Can Educational Assessment Improve Teaching?, Executive Director Scott Marion […]
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What Have We Learned and What’s Ahead? Looking Back at a Transformative Decade in Educational Assessment In considering a decade of large-scale state assessment, I’m reminded of a moment in […]
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Establishing Scoring Rules to Make the Use of TEIs More Efficient and Effective Technology-Enhanced Items (TEIs) are a kind of test question or task. A characteristic feature of TEIs is that, in […]
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How We Can Generate Actionable Student-Level Information from the Summative State Assessment While Honoring Their Design This post is based on an invited presentation Charlie DePascale made at the nineteenth […]
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Simple Explanations and Solutions are Appealing, but Insufficient to Affect the Changes Needed to Move NAEP Results The 2019 NAEP results (National Assessment of Educational Progress) were released last week […]
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Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like This post is the follow-up to my previous post discussing the realities of […]
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Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like? The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act […]
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