Photo of Home Schooling

The Center for Assessment’s COVID-19 Response Resources

State and district leaders are facing multiple concerns in response to widespread and potential long-term school closures due to the growing threat of COVID-19. The concerns are broad and consequential. We launched this page to help you efficiently find the resources you need during these uncertain times.

Learn more

image

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.

image

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.

image

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.

image

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.

image

Improving Equity: What Makes Accountability Indicators Meaningful? 

This is the third 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; and it is the second post by Nikole Gregg. Nikole is from James Madison University and worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

image

Improving Equity: Understanding State Identification Systems under ESSA

This is the second 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. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

image

Creating a Framework for Assessment Literacy for Policymakers

This is the first 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. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

image

Being Innovative Under ESSA’s Innovative Assessment Demonstration Authority

In my previous glass-half-empty post, I outlined my considerable reservations with the Innovative Assessment Demonstration Authority (IADA) component of the Every Students Succeeds Act (ESSA). 

image

Balancing Skepticism and Utility in Machine Scoring

Without a doubt, the public is skeptical about using machine scoring for examinees’ written responses. This skepticism makes sense because we know that machines do not score all elements of writing equally well. Machines do not “understand” creativity, irony, humor, allegory, and other literary techniques, opening them to criticism for their insufficiency in evaluating some of these more subtle qualities of writing. 

image

An Education Innovator’s Dilemma

I was an early supporter and promoter of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA), but I now have serious doubts about the viability of the IADA and its ability to support deep and meaningful educational reform.

New & Noteworthy

Recent Centerline Blog Posts

image

Why Has it Been So Difficult to Develop a Viable Through Year Assessment?

There has been a buzz that “through year” or “through course” assessment represents a better way for states to assess than today’s pervasive end of the year summative assessment.  However, no through year assessment has yet been implemented statewide with results acknowledged as acceptable for use comparable to end of year summative assessment scores.

Why Has it Been so Difficult to Get a Viable Through Year Assessment?

image

Focus, Fix, Fit: Understanding the Meaning of 2021 Test Scores

To answer the question of what 2021 test scores will mean, I start by acknowledging that the interpretation of assessment results is always a process of reasoning from evidence, with some level of uncertainty. As with all things COVID, we expect to have more uncertainty this year, but we still have the tools to examine just how uncertain we are about the meaning of test scores in 2021.

image

Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.