Consequential Uses of Assessment: Taking Stock and Looking Ahead Agenda Thursday, Sept. 26 Time Session Description 8:30 Breakfast Breakfast provided 9:00 Welcome, Context & Essentials Scott Marion provides introductory remarks […]
Topics: Equity and Fairness
This paper describes a set of studies conducted to help understand the effects of pandemic-related disruptions on students’ academic performance during the 2020-2021 academic year in the state of Utah. […]
Presentation at the AERA Special Interest Group on School Indicators and Profiles; uses examples from several states to highlight the need to disaggregate data to address validity, equity, and improvement.
This paper describes the importance of collecting opportunity-to-learn (OTL) data and provides a framework to help states begin an OTL data collection and reporting system.
This policy brief, co-authored with colleagues from the Aspen Institute, presents a balanced approach to state assessment and opportunity-to-learn data collection efforts in 2020-2021.
This paper, by the Center for Assessment and the Aurora Institute, presents a vision and discusses requirements for balanced systems of assessments that can support competency-based education models and advance […]
The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion […]
Carla Evans and Chris Domaleski prepared a technical brief with the National Center on Educational Outcomes to help states implement federal guidance related to participation rates for alternate assessments aligned […]
Scott Marion argues on behalf of several states for a principled approach to using an equity indicator in their ESSA accountability system designs.
This white paper provides an overview of key considerations associated with including indicators of progress in English language proficiency within ESSA systems of accountability.
The goal of this paper is to describe dyslexia, investigate current accommodation trends that are often recommended for this population, and to suggest supports teachers can use as they measure […]
This paper provides an overview of state differentiated accountability systems in response to federal ESEA waivers. It includes illustrations of promising practices in accountability design and recommendations to address implementation […]
An exploration of new approaches to accountability design proposed by states in responses to federal ESEA flexibility requests. The opportunities and threats associated with these approaches are addressed, with a […]
This paper explores several questions about students who are English language learners (ELLs) in Massachusetts. For how many years is a typical ELL student in Massachusetts classified as limited English […]
In 2010, the National Alternate Assessment Center (NAAC) at the University of Kentucky sponsored a curriculum development project to create learning progressions frameworks using the (June 2010) Common Core State […]
This paper provides a foundation for developing and using replacement units to help local educators upgrade their curriculum and instruction to meet the expectations in the Common Core State Standards. […]
This presentation focuses on understanding how to design and develop an alternate assessment based on modified achievement standards (AA-MAS). Different sections focus on identifying the target population, determining how the […]
This invited presentation from the ETS-College Board symposium presents ways large scale assessment and more comprehensive assessment systems might be modified to help reduce the achievement gap.