How Did “On Track” Get So “Off Track”?

Colloquial Language is More Familiar, But Can be More Easily Misinterpreted When Reporting Test Results

With the proliferation of large-scale state summative assessments and published results, one could say that testing has gone mainstream. 

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Rethinking Accountability for Alternative High Schools 

The Problems with Applying Traditional Performance Ratings to Alternative Schools 

Alternative high schools serve a vital role in improving outcomes for students, particularly for those students who are most at risk. 

While there isn’t a uniform definition for “alternative,” the term typically describes a school that primarily serves students who have not been successful in a traditional environment. Alternative high schools often receive students with cumulative academic deficits and take on the vital work of helping students prepare for opportunities after high school. 

 

How Effective are Alternative High Schools?

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The Center for Assessment - 20 Years and Going Strong

Highlights from 2018 at the Center for Assessment and Setting the Stage for 2019 and Beyond

The Center for Assessment celebrated its 20th anniversary in September with many long-time friends, and the celebration was highlighted by our 20th Reidy Interactive Lecture Series (RILS) where Center professionals reflected on the past and offered a vision for the future. 

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A Post-Mortem on Maine’s Proficiency-Based Graduation Requirement

Lessons Learned and Recommendations for Next Steps

The Maine legislature passed a proficiency-based (also known elsewhere as competency-based or mastery-based) graduation requirement in 2012, which was recently repealed before it was implemented. 

The repeal prompts us to ask several questions: What went wrong with Maine’s proficiency-based diploma initiative that prompted its repeal? What lessons can be learned to help other states implementing similar policies or pursuing similar initiatives? What can help mitigate some of the concerns that led to the repeal?

 

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Federal, State, and Local School Accountability

The Ways in Which Each Group Plays a Part in Improving Student Learning

Over the last two decades, the focus of school accountability has shifted from schools and districts to state accountability systems developed to meet federal requirements.  

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The Need for Program Evaluation to Support Accountability Implementation

How Summer Grilling Illustrates the Differences Between Formative and Summative Evaluation

When I last discussed the need for program evaluation to support accountability implementation, I used the unwelcome issue of car trouble to frame the need for evaluation when designing, developing, and implementing accountability systems. Now, with temperatures dropping as we move through fall, I want to reference a pleasing summer activity–outdoor grilling–to differentiate between formative and summative evaluation. 

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Text Dependent Analysis for 21st Century Education

An Item Type to Drive Deeper Instruction and Improve Curriculum Decisions

The world of work in the 21st Century requires that people are able to critically read and analyze a variety of texts and other literacy materials. Text dependent analysis (TDA) is a curriculum and assessment tool to help prepare students for these literacy demands. 

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Stop Training the Trainers

Moving Toward a Research-based Approach for Improving Assessment Literacy

“Train-the-trainers” is commonly employed as an approach for attempting to spread new learning from individuals who attended a professional development experience to others who did not attend. Unfortunately, this model often works like the children’s game of “telephone”, where the message is mangled by the time it gets around the circle. I am struck that “train-the-trainers” continues to be so popular with so little evidence that it works to improve the implementation of complex knowledge and skills.

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Designing a Coherent System of Accountability Across ESSA and Perkins V

How Considering ESSA and Perkins V as Complementary Parts of a Larger Accountability System Can Help States be Better Aligned with Both

For the last several years, I have been working with several states developing accountability systems. These systems must meet the federal requirements outlined in the Every Student Succeeds Act (ESSA), comply with the requests and priorities defined by stakeholders, and align with the state’s vision for increasing college and career readiness for all students. In fact, the increased attention to career and college readiness is a common high point among states’ ESSA plans. 

 

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What We Can Learn From Bill Belichick About Assessment Literacy

Bill Belichick is a famous football coach known for his dry humor and non-answer answers to questions from the media. Coach Belichick holds many coaching records; including a record five Super Bowls as a head coach. One of his more famous quotes is “Do your job” and a big part of his success as a coach is preparing players to do their job well. You might not think Coach Belichick has a lot to offer in a discussion about assessment literacy, but I disagree. 

 

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FEATURED INITIATIVES

 
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ESSA Accountability

Center associates are supporting more than a dozen states responding to the Every Student Succeeds Act with inventive and technically defensible accountability designs.

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Innovative Assessment Systems

The Center is leading the way in helping states and districts design and implement innovative assessment systems. The Performance Assessment of Competency Education (PACE) project in New Hampshire is a notable example of the Center’s work in this area.

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Comparability

Assessment comparability continues to be a challenging topic. The Center is working with states and other partners to address comparability issues with consortium as well as with other innovative assessment systems.

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Center For Assessment
 

Are You Interested in Joining the Center Team?

The National Center for the Improvement of Educational Assessment (Center for Assessment) is searching for up to two exceptionally-qualified professionals to join our team. The Center hires deeply knowledgeable and accomplished professionals with demonstrated expertise in the design, implementation, and evaluation of assessment and accountability systems. Read More…

CENTER NEWS

Scott Marion

The paper, presented at the Annual Meeting of the National Council on Measurement in Education, presents a discussion of design

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Charlie DePascale

Charlie DePascale and Chris Domaleski collaborated with the Massachusetts Institute for a New Commonwealth (MassINC) to produce a novel paper,

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Juan D'Brot

Center staff developed a series of resources to support states as they implement their new statewide accountability systems under the Every Stude

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Carla Evans and Chris Domaleski prepared a technical brief with the National Center on Educational Outcomes to help states implement federal guid

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The Center engages in deep partnerships with state and district education leaders to increase student learning through more meaningful educational assessment and accountability practices.

 

Blog Recent Posts

Preparing the Future with 2019 Summer Internships

Center Staff and Interns Will Address Key Issues in Assessment and Accountability

While Center staff and 2018 summer interns share their work at the NCME conference, planning is well underway for our 2019 summer internship program.  This summer, the Center will welcome six advanced doctoral students who will work with the Center’s professionals on projects with direct implications for state and national educational policy. Each intern will work with a Center mentor on one major project throughout the summer.

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Conference Season is Upon Us

Center Associates Prepare for the NCME and AERA Annual Meetings in Toronto

Warmer days, daffodils in bloom, and birds singing can only mean one thing besides the beginning of spring. It’s also the beginning of another busy conference season–and Center associates are hard at work fine-tuning their presentations.

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Five Essential Features of Assessment for Learning

A Look at Fulfilling Hopes for Innovative Assessments and Instructional Utility

It may sound innovative to claim that commercial interim assessments support instruction, but simply saying it doesn’t make it so. 

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