We’re committed to helping states and school districts design and implement assessment and accountability systems that support meaningful educational outcomes and student achievement.
We help states and school districts design assessments and assessment systems that meet technical and policy goals to support student learning and for other critical uses.
We’re a leader in designing and implementing accountability systems for states and school districts to meet key federal and state requirements that also support continuous improvement efforts.
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.
The Center for Assessment has designed a multi-phase interim assessment toolkit intended to help districts identify gaps and needs within their assessment systems, develop a theory of action based on those findings, and guide districts through the selection, use, and evaluation of interim assessments.
New Hampshire Superintendent Kadie Wilson explains how her district engaged in design thinking to create an assessment system that would provide high-quality instruction, curricula, and assessment practices.
Hear from members of the Wyoming Department of Education’s Standards and Assessment Team, as well as a district curriculum director, to learn how they overcame specific challenges in the implementation of a new interim assessment, and what the assessment is doing for the state today.
There has long been a challenge associated with how interim assessments are selected, used, and evaluated. Hear from educators from the Wyoming Department of Education as they detail their approach to interim assessments to improve student learning and performance.
The Center’s annual Reidy Interactive Lecture Series conference brings together education professionals from states and school districts across the country. Hear from some of our staff and multi-year attendees about how the conference has helped promote important change in assessment, accountability, and student learning.
This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here.
I and many others were concerned that the uncertainty with interpreting Spring 2021 state summative test scores because of all the “noise” associated with the pandemic would blur any signal we were trying to hear from the data. Unfortunately, that signal is so loud that we can’t miss it. In spite of any uncertainty, we have more than enough information to pull the policy alarm!
“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).
