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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.

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Rethinking School Accountability for the 2020-2021 School Year

State and district leaders are working hard to prepare for in-person schooling in 2020-2021 while also planning for hybrid models or, at worst, full remote learning should certain locales become overwhelmed by unsustainable increases in infections and hospitalizations.

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Instructing & Assessing 21st Century Skills: Guidance for Educators

This is the final post in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on best practices related to classroom assessment design, grading, and reporting the 21st Century skills described in this series.

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The Future of Statewide Summative Tests: Avoid False Dichotomies

Currently, three states have publicly announced their intention to pursue a waiver from federal testing requirements for the 2020-2021 academic year. In a few other states, there appears to be movement in that direction. It’s not clear at this time if these requests will be limited to a small group of states or if recent developments are the front edge of a big wave.

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How Should We Assess Students in Fall 2020? Formative Assessment Wins Again.

In recent weeks, we have been pleased to feature several CenterLine posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. In this post, former Center Associate Susan Lyons shares her perspective on this important topic.

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Instructing & Assessing 21st Century Skills: Key Measurement & Assessment Considerations

This is the sixth in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on measurement and assessment challenges that must be overcome in the instruction and assessment of the 21st Century skills described in this series.

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Instructing & Assessing 21st Century Skills: A Focus on Critical Thinking

This is the fifth in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on critical thinking, one of the four critical 21st Century skills addressed in the series.

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Instructing & Assessing 21st Century Skills: A Focus on Self-Directed Learning

This is the fourth in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on self-directed learning, one of the four critical 21st Century skills addressed in the series.

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Start Now for a Coherent Assessment System in the Fall

In recent weeks, CenterLine has featured several posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by NWEA’s Patrick Meyer and Gage Kingsbury, psychometric consultant, with their perspective on this important topic.

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Instructing & Assessing 21st Century Skills: A Focus on Complex Communication

This is the third in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on complex communication, one of the four critical 21st Century skills addressed in the series.

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We are part of the problem

Over the past few weeks, the country has grappled with how to confront systemic racism and create an anti-racist society. We are pleased to share this guest post by former Center Associate Susan Lyons with her perspective on what the educational assessment and accountability community must do to address those issues in the development and use of educational assessments and accountability systems.

New & Noteworthy

Recent Centerline Blog Posts

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The Center is Getting Emotional about Assessment

This is the second in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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The Center is Getting Emotional about Assessment

This is the first in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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Test Score Meaning Under Remote Test Administration

This is the second in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. In the first post, Michelle Boyer and Leslie Keng laid out the reasons why states should be concerned about the effect of remote testing on the comparability of score meaning. In the third post in this series, we will discuss specific challenges to score interpretations for remotely-administered tests.