2021 Convening on Through Year Assessments

Claims & Evidence for Through Year Assessments: A Convening

Join us for a virtual convening, hosted by the Center for Assessment, on November 15 and 16. Over 4 sessions, we’ll be discussing the challenges, risks, and opportunities associated with through year assessment systems. Attendance is free, but pre-registration is required.

View Event Details and Register

image

Supporting the Improvement of Educators’ Assessment Literacy

This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

image

Break the Glass and Pull the Alarm! The Signal From Spring 2021 State Testing Is Clear

I and many others were concerned that the uncertainty with interpreting Spring 2021 state summative test scores because of all the “noise” associated with the pandemic would blur any signal we were trying to hear from the data. Unfortunately, that signal is so loud that we can’t miss it. In spite of any uncertainty, we have more than enough information to pull the policy alarm!

image

Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).

image

Why Have Many (All?) Approaches to Improve K-12 Educator Assessment Literacy Failed to Produce Significant Changes in Teacher Practices at Scale?

Most of us would agree that if the problem of improving K-12 educator assessment literacy has not been solved, it is not because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

image

Using Assessment to Support Learning Acceleration: It Takes a System! 

The Oklahoma State Department of Education’s (OSDE) highest priority is keeping students and staff safe so that we can focus on learning acceleration for all students. We are also intensely focused on how assessment can be used to help address these instructional and learning needs.  To this end, in this post, I discuss the importance of a balanced system of assessment and of being very intentional about the specific purposes and uses of types of assessment within that system, especially those intended to be used to support student learning and improved instruction. 

image

Addressing the Accountability Challenge of Missing Data With A Performance Profile

In a previous post I discussed the challenges of rebuilding accountability systems developed for the Every Student Succeeds Act (ESSA) in 2021-2022. Prominent among these challenges is missing data due to multiple years of pandemic-related disruptions. What are the best alternatives to solve this problem? In this post I’ll suggest a tool, the performance profile, that may help address the issue of partially missing data.   

image

Trying to Serve Multiple Uses with Through Year Assessments

Assumptions lead to claims about the types of inferences and uses that an assessment system is intended to support. Strong assumptions require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

image

Following their Lead

Five states have been approved to implement innovative assessment pilots as part of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). As part of our 2021 Reidy Interactive Lecture Series (RILS) on assessment innovation, we thought it was critical to hear directly from these IADA leaders. 

image

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.

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…

Read More

Recent Centerline Blog Posts

image

Supporting the Improvement of Educators’ Assessment Literacy

This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

image

Break the Glass and Pull the Alarm! The Signal From Spring 2021 State Testing Is Clear

I and many others were concerned that the uncertainty with interpreting Spring 2021 state summative test scores because of all the “noise” associated with the pandemic would blur any signal we were trying to hear from the data. Unfortunately, that signal is so loud that we can’t miss it. In spite of any uncertainty, we have more than enough information to pull the policy alarm!

image

Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).