The Center for Assessment’s 2019 Reidy Interactive Lecture Series (RILS)

RILS offers a unique, collaborative learning opportunity for educators and assessment professionals across the country. Hear from some of our multi-year attendees about what makes the conference so special and how it helps support better assessment and accountability practices nationwide. This year’s conference focuses on Improving the Selection, Use, and Evaluation of Interim Assessments. Come join us in lovely Portsmouth, NH for a terrific learning experience—September 26-27, 2019.

Learn more and register

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Improving Equity: Understanding State Identification Systems under ESSA

This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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Creating a Framework for Assessment Literacy for Policymakers

This is the first in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

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Being Innovative Under ESSA’s Innovative Assessment Demonstration Authority

In my previous glass-half-empty post, I outlined my considerable reservations with the Innovative Assessment Demonstration Authority (IADA) component of the Every Students Succeeds Act (ESSA). 

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Balancing Skepticism and Utility in Machine Scoring

Without a doubt, the public is skeptical about using machine scoring for examinees’ written responses. This skepticism makes sense because we know that machines do not score all elements of writing equally well. Machines do not “understand” creativity, irony, humor, allegory, and other literary techniques, opening them to criticism for their insufficiency in evaluating some of these more subtle qualities of writing. 

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An Education Innovator’s Dilemma

I was an early supporter and promoter of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA), but I now have serious doubts about the viability of the IADA and its ability to support deep and meaningful educational reform.

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Part 3: What Do I Need to Know About Competency-Based Grading?

This post is the last in my three-part series on competency-based grading. In Part 1, I describe the key similarities and differences between traditional, standards-based, and competency-based grading practices.

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Part 2: What Do I Need to Know About Competency-Based Grading?

This post is Part 2 of a three-part series on competency-based grading. Part 1 described the key similarities and differences between traditional, standards-based, and competency-based grading practices. 

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Part 1: What Do I Need to Know About Competency-Based Grading?

This is the first in a three-part series on competency-based grading. I was motivated to write this series because of recent conversations about competency-based grading within my children’s school district. I’ve noticed confusion about terms, misinformation, propaganda, and a general lack of high-quality resources on the subject. My goal for this series is to help guide honest and transparent conversations about key issues and best practices by: 

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Beyond Faster and Cheaper, Could Automated Scoring Produce Better Scores?

Earlier this month, the Center for Assessment held its 15th annual colloquium, the first named in honor of Center co-founder, Brian Gong. The Brian Gong Colloquium is a two-day meeting arranged by the Center for Assessment to discuss select topics of importance in testing and accountability with recognized experts. 

The 2019 meeting focused on the present and future use of learning analytics, machine learning, and artificial intelligence in educational assessment, and highlighted topics including:

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Stuck in the Middle With Interim Assessments

How do you select an interim assessment that will meet your specific goals and needs?  

What assessment characteristics are necessary to support a particular test use, and what evidence of quality should be evaluated to determine whether that use is supported? 

How do you know if educators and schools are appropriately interpreting and using assessment results? 

New & Noteworthy

Recent Centerline Blog Posts

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Improving Equity: Understanding State Identification Systems under ESSA

This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

image

Creating a Framework for Assessment Literacy for Policymakers

This is the first in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

image

Being Innovative Under ESSA’s Innovative Assessment Demonstration Authority

In my previous glass-half-empty post, I outlined my considerable reservations with the Innovative Assessment Demonstration Authority (IADA) component of the Every Students Succeeds Act (ESSA). 

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