Publications

 
 
Title
Author
Year
 
 
Search for a publication 
 
  
 
 
Total Found: 227
Page 1 of 23
Pages < 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 >
 
Sort by:
Title
Author
Date
 
 
Items per page
10
15
20
In Search of Unicorns: Conceptualizing and Validating the “Fifth Indicator” in ESSA Accountability Systems
This paper provides an overview of the requirements for the additional indicator of school quality or student success, also known as the 5th indicator, as part of the Every Student Succeeds Act. We offer an approach for helping states think through the ... MORE
Scott Marion,
Susan Lyons
 
Paper (124KB)
2016
Living in a Post-Validity World: Cleaning up our Messick
This document contains the written version of the presidential address delivered by Charlie DePascale at the 47th annual conference of the Northeastern Educational Research Association (NERA). The address presents 7 challenges that we face as an assessment ... MORE
Charles DePascale
 
Paper (265KB)
2016
Considering ESSA’s Provisions Allowing Local Options for Assessments
This presentation considers technical and pragmatic issues involved in the implementation of three ESSA provisions - nationally recognized high school assessments, multiple interim assessments that produce a single summative score and the innovative ... MORE
Brian Gong,
Nathan Dadey
 
Slides (730KB)
2016
Comparability options for state applying for the Innovative Assessment and Accountability Demonstration Authority: Comments submitted to the United States Department of Education regarding proposed ESSA regulations.
This document offers a framework and a set of options submitted to the U.S. Department of Education in response to the draft regulations for the Innovative Assessment and Accountability Demonstration Authority under the Every Student Succeeds Act.
Susan Lyons,
Scott Marion
 
Paper (197KB)
2016
A Framework to Support Accountability Evaluation
This paper identifies the key elements underlying a comprehensive accountability system evaluation and illustrates how the framework can be applied to design an evaluation plan for state and locally defined education accountability systems.
Erika Hall, Chris Domaleski,
Mike Russell,
Laura Pinsonneault
 
Paper (593KB)
2016
Precision, Interpretability & Utility of SGPs: A response to Why we should abandon student growth percentiles
On June 22nd, 2016 the University of Massachusetts, Amherst, Center for Educational Assessment (UMASS CEA) released a report authored by Stephen Sireci, Craig Wells, and Lisa Keller entitled “Why we should abandon student growth percentiles”. The report ... MORE
Damian Betebenner,
Charles DePascale,
Scott Marion, Chris Domaleski, Joseph Martineau
 
Paper (812KB)
2016
Score Comparability across Computerized Assessment Delivery Devices
This paper defines comparability in the era of multiple assessment modes and delivery platforms, reviews the literature on score comparability across computerized devices, and recommends analyses and sources of evidence to support claims of score ... MORE
Charles DePascale,
Nathan Dadey,
Susan Lyons
 
Paper (349KB)
2016
The Role of the Standards for Educational and Psychological Testing in Establishing a Methodology to Support the Evaluation of Assessment Quality
This paper was prepared for the 2016 annual meeting of the National Council for Measurement in Education. Lyons and Hall discuss how the Standards for Educational and Psychological Testing (2014) were used in the development of a framework for evaluating ... MORE
Susan Lyons,
Erika Hall
 
Paper (667KB)
2016
A Guide to Evaluating College- and Career-Ready Assessments: Focus on Test Characteristics
These resources were developed by the Center to support comprehensive evaluations of standardized assessments measuring college- and career-ready standards relative to CCSSO’s Criteria for Procuring and Evaluating High Quality Assessments.
2016
Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking
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 what their dyslexic students know and can do.
M. Christina Schneider,
Brian Gong,
Karla L. Egan
 
Paper (102KB)
2016

 
© 2011-2016 Center for Assessment   •   31 Mount Vernon St   •   Dover, NH 03820   •   p: (603) 516-7900   •   f: (603) 516-7910   •   Site Design by Graphic Details