Beyond Next Generation Summative Assessments: Comprehensive Assessment Systems
September 17th – September 18th
| Presentations From the 2015 Conference |
|---|
| Right-sizing Testing Brian Gong, Center for Assessment Provides advice on how to “right-size” testing by reducing testing time, reducing testing pain, and increasing testing benefits. |
| A Framework for Considering Balanced Assessment Systems: Key Characteristics Rajendra Chattergoon, University of Colorado Boulder Scott Marion, Center for Assessment This presentation provides a brief overview of research on balanced/comprehensive assessment systems and presents a set of working criteria to aid in the evaluation of an assessment system. |
| Challenges Posed by Sharing Authority Across Political Boundaries Joseph Martineau, Center for Assessment This presentation sets the stage about conflicts in viewpoint, definition, and priorities that inevitably arise when teachers, principals, superintendents, and state staff share authority in a comprehensive assessment system. |
| Synthesizing Evidence in a Comprehensive Assessment System Nathan Dadey, Center for Assessment Brian Gong, Center for Assessment This presentation shows one way to combine and interpret the information produced by the multiple assessments making up a comprehensive assessment system. |
| Comprehensive and Coherent Assessment Systems: What problems are we trying to solve? Chris Domaleski, Center for Assessment Concerns about testing are on the rise; comprehensive, balanced, and efficient assessment systems offer a promising path forward. |
| Learning Trajectory Approaches to Monitoring Student Learning Christina Schneider, Center for Assessment Learning trajectories are described increasingly in the literature as theoretical underpinnings for curriculum development, instruction, and assessment of learning. The purpose of a learning trajectory is to inform researchers and educators about general developmental pathways of learning so that they can set reasonable, achievable learning goals and provide appropriate guidance for instruction and assessment in a given content area. |
| Interim Measures and Learning Trajectory Approaches to Progress Monitoring Christina Schneider, Center for Assessment Learning trajectories are described increasingly in the literature as theoretical underpinnings for curriculum development, instruction, and assessment of learning. This session shows ways interim measures and student work analysis can be used to triangulate interpretations regarding where students are likely located on a teacher-developed learning trajectory. |
Timely, efficient, valid, reliable, instructionally useful, internationally benchmarked: No one assessment can do it all. We need a system of assessments: coherent, comprehensive, and useful to inform users from the classroom to the capitol. The 2015 Reidy InteractiveLecture Series features practical advice and engaging discussions with leading experts, policymakers, and practitioners.
