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

RILS offers a unique, collaborative learning opportunity for educators and assessment professionals across the country. The 2019 conference focused on Improving the Selection, Use, and Evaluation of Interim Assessments. Hear how some of our invited speakers and Center team addressed overcoming interim assessment challenges within school districts to improve local assessment systems.

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In Search of Simple Solutions for the NAEP Results

The 2019 NAEP results (National Assessment of Educational Progress) were released last week to much consternation, except perhaps in Mississippi and Washington, D.C., where improved results were celebrated.

Nationally, results were up slightly in fourth-grade math, flat in eighth-grade math, and down in both fourth and eighth-grade reading. These results continue a disturbing lack of progress over the last decade. 

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Do Interim Assessments Have A Role in Balanced Systems of Assessment?

Interim assessments may have a role in balanced assessment systems, but that role is not conferred by title. It is conferred by logic and evidence tied to particular purposes and uses. 

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The Reality of Innovation in Educational Assessment

This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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The Reality Faced by Innovators of Educational Assessments

The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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How Do We Improve Interim Assessment?  

In the seacoast region of New Hampshire, we are enjoying the kind of crisp early autumn temps that might call for a light sweater, and the foliage reveals just a hint of the color that draws ‘leaf peepers’ to the region each year. But it wasn’t just the postcard-perfect scene that drew more than 80 education and assessment leaders from around the country to Portsmouth on September 26-27, 2019. The Center’s annual Reidy Interactive Lecture Series (RILS) offered an opportunity for those assembled to learn and contribute ide

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Matching Instructional Uses with Interim Assessment Designs

Assessments are the most powerful and useful when designed intentionally for particular purposes – especially when it comes to interim assessments.  

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The Choice is Yours on Interim Assessment

This week, the Center team gathers in Portsmouth, New Hampshire with state and local educators, assessment specialists, industry leaders, and old and new friends for our 21st annual Reidy Interactive Lecture Series (RILS). The topic of RILS this year and the goal for our two days together is to improve the selection, use, and evaluation of interim assessments by helping states and districts make better-informed decisions about the appropriateness and utility of different interim assessments options.

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Interim Assessment? Didn’t You Mean Formative Assessment? 

This is the sixth 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. Calvary Diggs from the University of Minnesota worked with Nathan Dadey on a literature review on the use and effectiveness of interim assessments.

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Promoting Effective Practices for Subscore Reporting and Use

This is the fifth 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. Victoria Tanaka, from the University of Georgia, worked with Chris Domaleski on a review of the reporting of subscores on states’ large-scale assessments.

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The Importance of Educational Assessment Policy in Shaping High-Quality State Assessments

This is the fourth 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. Zachary Feldberg, from the University of Georgia, worked with Scott Marion on a systematic review of states’ large-scale educational assessment policies.

New & Noteworthy

Recent Centerline Blog Posts

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Is Our Work in Educational Assessment and Accountability Helping to Improve Student Learning and the Student Experience?

As 2019 drew to a close I had the chance to reflect on the conversations I've had with many of my colleagues throughout the year, and one topic of conversation that sticks out to me is frustration about the minimal value-add of work focused on large scale assessment and state-level accountability systems to the student experience. 

Developing a Better Understanding the Role of Assessment and Accountability in Improving Student Outcomes

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Teaching to the Test

In his CenterLine post, Can Educational Assessment Improve Teaching?, Executive Director Scott Marion invited readers to share their thoughts on the complex, but critical issue of identifying ways that assessments can be used to improve teaching quality. In this guest post, we share Kadie Wilson’s response to Scott’s invitation. Kadie Wilson is Assistant Superintendent in New Hampshire School Administrative Unit #9.

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Travels with Charlie: A Reflection on the Timeless, Valued Work of a Longtime Center for Assessment Colleague

The end of the decade signified the end of an era here at the Center for Assessment; Charlie DePascale officially retired on December 31, 2019, after more than 17 years as a Senior Associate.