This fall, a batch of fresh new teachers, eager and anxious to start their careers, will enter into a context where interruptions in formal schooling across two school years have caused substantially different learning experiences for the students in their class. These teachers will be tasked with implementing strategies to identify initial student understandings and then support and monitor progress in learning. Supporting the assessment literacy of teachers through pre-service education and their early years of teaching is more important than ever. 

It is not difficult to understand the call for culturally sustaining pedagogy given the ubiquitous news reports of police brutality, racism, discrimination, and violence against African Americans, Asian Americans, Latino Americans, and quite frankly, anyone not White. The sad fact is that this sentiment and these behaviors have been part of America’s fabric for hundreds of years.

Various states have advanced through-course proposals, in which states administer tests throughout the year rather than only once at the end. Some of these proposals come through the Innovative Assessment Demonstration Authority (IADA). Others are externally funded initiatives or proposed as a one-time spring 2021 replacement for traditional end-of-year state tests.

“…a collection of assessments does not entail a system any more than a pile of bricks entails a house.” Coladarci (2002)

One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been thinking about how this adage applies to innovative state assessment systems—those systems states are developing that offer new ways of measuring student proficiency for use in state accountability systems. I have concluded that one of the reasons that successful innovation in state assessment systems has been so rare is that we continue to ask states to implement innovative assessment systems before the state or the system is ready.

A year ago the pandemic changed everything, including the way we think about educational assessment. Although COVID-19 was well on its way to becoming a global pandemic in early 2020, it wasn’t until the second week of March that I, like many Americans, realized the full scale of the impact.  Then, the pandemic suddenly became one of those rare things that I never thought about until it was the only thing I thought about.   

The arrival of spring brings with it the spring 2021 conference season – another sign that we may be moving out of the extended COVID-19 winter. Among the first events canceled last spring, annual educational research and testing conferences are returning this spring, albeit with virtual formats. Center professionals welcome these opportunities to share our work with the broader academic and practice communities and to learn about the latest thinking and research that will shape our future.

It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special Covid-19 impact studies, assessment vendors have attempted to shed light on the effects of the pandemic on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.