2021 Reidy Interactive Lecture Series: Design Innovation in Educational Assessment Systems

Join us as we step back and address how states can employ lessons from design thinking as they attempt to create innovative assessment systems this year for RILS 2021 virtual conference.

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The Good, The Bad, and The Ugly of Innovation in Educational Assessment

This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

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A Culturally Responsive Classroom Assessment Framework 

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

RILS 2021

2021 Reidy Interactive Lecture Series: Design Innovation in Educational Assessment Systems

Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides an opportunity for a diverse group of participants to discuss timely and important topics in assessment and accountability. In 2020, we sponsored the first virtual RILS event that saw overwhelming attendance and participation. The conference offered a wide range of online programming focused on the implications of the COVID-19 pandemic for assessment and accountability.

In 2021, RILS will continue as a no-cost, virtual offering that we hope will sustain the great attendance and participation we saw last year. For RILS 2021, we will step back and address how states can employ lessons from design thinking as they attempt to create innovative assessment systems.

RILS 2021 will comprise six sessions on four different days. Attendance at the first sessions is not required to understand the later sessions (though they will help to provide greater clarity). 

View Session Details and Register

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Ensuring Assessment Systems Meet the Needs of Students with Disabilities 

In 2019-2020, the requirement to administer state summative assessments was waived for all states. In the absence of this data, many states and school districts leaned on commercial interim assessment data to inform programmatic and instructional decisions to a greater extent than they had in the past.

Claims and Evidence for Through Year Assessments: What We Know and What We Need to Know: A Center for Assessment Virtual Convening

Claims and Evidence for Through Year Assessments: What We Know and What We Need to Know

A Center for Assessment Virtual Convening

“Through year” or “through course” assessment systems are rapidly proliferating. However, there is still little agreement about the types of claims that can be supported and the types of designs that might support such claims. To this end, the Center for Assessment is hosting a virtual conference on November 15-16, 2021 to learn from one another about the challenges, risks, and opportunities associated with through year assessment.

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Enhanced Score Reporting for a Game-Based Assessment

This is the fifth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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Enhancing the Impact of Performance Assessments on Instruction

This is the fourth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Assessing the Academic Impact of COVID-19 in Summer 2021

As we approach 18 months into the COVID-19 pandemic, evidence regarding the academic impact on students is still relatively scarce; information we have largely comes from interim assessments (e.g., Renaissance STAR or NWEA MAP). Beginning in Fall 2020, several interim assessment vendors leveraged their assessment data to examine the academic impact of the pandemic in the United States.

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What Leads to Positive Changes in Student Learning?

This is the third post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Considering Coherence in the Collection and Use of Opportunity-to-Learn Data

This is the second post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Dan Silver, from the University of Southern California, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores and better understand schooling conditions during and after the pandemic.

New & Noteworthy

Henry Braun
Incoming Chair of the Center’s Board of Trustees, Dr. Henry Braun, just received the prestigious E.F. Lindquist Award from the American Educational…

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Recent Centerline Blog Posts

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The Good, The Bad, and The Ugly of Innovation in Educational Assessment

This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

image

A Culturally Responsive Classroom Assessment Framework 

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

image

Ensuring Assessment Systems Meet the Needs of Students with Disabilities 

In 2019-2020, the requirement to administer state summative assessments was waived for all states. In the absence of this data, many states and school districts leaned on commercial interim assessment data to inform programmatic and instructional decisions to a greater extent than they had in the past.