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.

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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.


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. 


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.   


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?


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. 


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.


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). 

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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 hosted 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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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


All I Wanted for Christmas Was a Through Year Assessment System that Promotes Deeper Learning

In my recent post, I promised to reveal the type of through year assessment design I’d like to see. After providing some background and context, I provide a high-level description of my design for a through year assessment system that promotes deeper learning while alleviating many of the problems caused by current assessment designs.


Instructing and Assessing 21st Century Skills

The Center for Assessment is partnering with PBLWorks to provide tools and resources supporting project-based instruction and assessment of 21st Century skills.


Oh, What a Year…Again

I titled my 2020 year-end CenterLine post, “Oh, What a Year!” with hopes that we were turning the pandemic corner. There’s no question the widespread availability of vaccines beginning in early spring 2021 gave us all a sense of hope only to have it dashed and renewed multiple times throughout this year following COVID’s ebb and flow.