In an effort to provide states with concrete technical guidelines addressing new forms of assessment, newly mandated accountability systems, and an increased emphasis on student achievement, the Center for Assessment established the Edward F. Reidy, Jr. Interactive Lecture Series (RILS). The goal of the conference is to bring together educational researchers, policy makers, and practitioners to exchange information and discuss and generate practical recommendations. The first annual conference was held in 1999. Each year the conference focuses on a timely topic. 

Past Conferences

The 2016 Reidy Interactive Lecture Series

Presentations from the 2016 Conference

Setting the Foundation: Frameworks for Assessment, Context, and Literacy

Assessments are designed to serve particular purposes; they tend to serve their intended purposes well and their unintended purposes not as well. Similarly, the assessment use we’re interested in always takes place within a disciplinary, personal, and organizational context, hopefully with particular intended questions, decisions, and actions. The assessment literacy needed to do these things well goes well beyond understanding a test score report. This opening session lays a common foundation for us to view the interaction of assessment design, context, and literacy.

Fit the Assessment to Intended Purpose and Uses – Erika Hall
Assessments: Beyond the claims – Jeri Thompson
Assessment Literacy Framework – Charlie DePascale

Developing specific assessment skills

Assessment literacy encompasses a wide range of knowledge and skills. Participants may choose topics according to their own interests. Session III consists of three 45-minute Rounds. Each Round offers a session dealing with Assessment Literacy framework, foundational topics (Literacy 101), Evaluating quality of assessments, Specific assessments (competency/performance/interim+summative), and a session with the case study leaders. Attendees should choose one session to participate in each of the Rounds.




Round 1

Strand 1: Framework

Context in Assessment Literacy – The importance context plays in determining the specific testing, measurement, and data use knowledge and skills needed for assessment literacy

Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner

Strand 2: Literacy 101

Data Rich/ Information Poor

Chris Domaleski

Strand 3: Evaluating quality

Evaluating content quality of assessments



Thanos Patelis

Strand 4: Specific assessments

Assessment of competency and personalized learning systems

Scott Marion

Strand 5: Case study depth

Principals helping teachers assess in diverse content areas

Mike Hardy

Round 2

Strand 1: Framework

Assessment Literacy in Context – The role of assessment literacy in addressing  pecific educational issues faced by teachers and administrators

Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner

Strand 2: Literacy 101

Analyzing student work for instructional decisionmaking

Jeri Thompson

Strand 3: Evaluating quality

Evaluating technical quality of assessments

Erika Hall & Susan Lyons

Strand 4: Specific assessments

Exploring open questions in the design and use of interim and summative assessments in the context of the Next Generation Science Standards

Nathan Dadey

Strand 5: Case study depth

Assessing transfer skills

Christy Kingham

Round 3

Strand 1: Framework

Crowd-sourcing Assessment Literacy – Describing a platform for the development of interactive assessment literacy modules that are (i) browser based, (ii) immediately publishable/available via the web, and (iii) suitable for collaboration/sharing with others.

Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner

Strand 2: Literacy 101

Improving stakeholder data literacy for program evaluation

Joseph Martineau

Strand 3: Evaluating quality

Promoting and evaluating quality of local assessments

Caitlin Byrne, Susan Lyons & Erika Hall

Strand 4: Specific assessments

Interpreting interim assessment results

Brian Gong

Making it Work: Assessment Literacy Using Evaluation As A Lens

In addition to learning about assessment literacy through frameworks, case studies, and particular skills, we invite participates to learn about assessment literacy through applying their knowledge in a very challenging task: amend an evaluation tool to reflect good assessment literacy. In this session participants will work in groups to suggest specific ways assessment literacy could be more deeply embedded in and supported by established tools for evaluating teachers, evaluating curriculum materials, and conducting program evaluations.

Program Evaluation Standards

What Works Clearinghouse Reporting Guide for Study Authors

Procedures and Standards Handbook 

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