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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COVID-19: In Search of Continuity of Student Learning After Extended School Closures

I have been uplifted by the dialogue that is occurring across the country as we deal with truly unprecedented extended school closures and minimized services to families and students. I consistently hear state education leaders focus on the need to provide support to families and their children to ensure they are safe, healthy, fed, and continue learning; which requires continuous flexibility and identifying innovative approaches to how services are provided. 

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An Assessment Response to Anticipated Learning Gaps

According to Education Week, “as of March 23, 2020, 7:31 p.m. ET: 46 states have decided to close schools. Combined with district closures in other states, at least 123,000 U.S. public and private schools are closed, are scheduled to close, or were closed and later reopened, affecting at least 54.8 million students”.

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We're All in This Together

As of this writing, more than 80% of U.S. K-12 students will be home from school for at least multiple weeks. More likely, many or most could be out for the rest of the school year. Therefore, many states have decided to call off or suspend student testing for the 2019-2020 school year – and the number of states following suit are doing so by the day.

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Considering Equity Within Accountability Systems in Response to Interruptions in Schooling: Making Accountability Systems Help 

Right now, the focus of parents and educators is, rightly, on keeping students safe. 

American schools, however, are also on the frontlines to address inequality. Recent concerns about the accessibility of free and reduced lunch services with school closures in response to COVID-19 only serve to highlight the critical role schools play in providing services to students most in need. 

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School Disruption Due to COVID-19

Like many of you, I’m closely following the news of the growing threat associated with the COVID-19 virus. Obviously, it is a difficult time for many and my primary thoughts are with those whose health or welfare are directly affected.  

During this time, education leaders are grappling with tough decisions regarding whether to close schools or suspend activities. These decisions have many wide-ranging implications, and one such implication we’re focused on at the Center is the short- and long-term impact to assessment and accountability systems. 

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Connecting Measurement, Research, and Evaluation 

Last fall, Senior Associate Juan D’Brot was elected to the executive committee of the Joint Committee on Standards for Educational Evaluation, formed in 1975 as a coalition of professional associations in the United States and Canada concerned with the quality of evaluation practice. 

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School Improvement is Hard! How Can Educational Assessment and Accountability Systems Help? 

How do schools improve? More importantly, how can school improvement be sustained over time and at scale? 

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Sizing Up the Next Generation of Large-Scale State Assessment and Accountability

This is the second in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past.

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The Next Generation of State Assessment and Accountability has Already Started

This is the first in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past. In this post, I look at the role played by emerging operational capacities and the desire for efficiency – specifically computer-based assessment.  

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A Path Forward: Recommendations for ESEA Reauthorization to Support Improvements in Assessment and Accountability

Here at the National Center for the Improvement of Educational Assessment, we think a lot about the multiple factors involved in promoting student learning through more meaningful state assessment and accountability systems. The Every Student Succeeds Act (ESSA), the current authorization of the 1965 Elementary and Secondary Education Act (ESEA), is the most significant influence on contemporary state assessment and accountability.  We believe a number of changes to ESEA could help promote innovation, restore balance, and improve outcomes.

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

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Supporting the Improvement of Educators’ Assessment Literacy

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

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Break the Glass and Pull the Alarm! The Signal From Spring 2021 State Testing Is Clear

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!

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

“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).