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

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.

image

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.

image

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.

image

Instructing & Assessing 21st Century Skills: A Focus on Collaboration

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

image

Instructing & Assessing 21st Century Skills

This is the first in a series of seven weekly posts on instructing and assessing 21st Century skills. This post provides background on 21st Century skills, the Center’s recent work in that area, and an overview of the set of seven posts.

image

Contextualizing COVID-19 “Learning Loss” and “Learning Recovery”

In a late April survey by EdWeek, 320 district administrators were asked to indicate the most urgent needs that assessment vendors could help within the wake of COVID-19.

image

You Say Tomato: Concerns About the Diagnostic Assessment Rhetoric

Educational assessment has a naming problem and the latest example of it is the current rhetoric regarding wide-scale use of diagnostic assessment. This is likely true for other fields as well, but it is particularly rampant in education. When my colleagues, Marianne Perie and Brian Gong, and I first wrote about “interim assessment,” we conducted a search for the terms ‘formative, benchmark, predictive’ and several others.

image

2020 Summer Internships: A Little More Certainty in an Uncertain Future

Although so much about the future seems uncertain, we are excited this month to bring a little normalcy into our world by addressing key questions and challenges in educational assessment and accountability through our 2020 summer internship program. This summer, the Center welcomes four advanced doctoral students who will work with the Center’s professionals on projects that will have direct implications for state and national educational policy. Each intern will work with a Center mentor on one major project throughout the summer.

image

Educational Assessment 2020-21 Is Assessment 101

In recent weeks, several CenterLine posts have addressed 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 Kristen Huff of Curriculum Associates with her perspective on this important topic.

image

Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps

Since school closures and remote learning became the norm, I have received emails from school and district leaders relevant to COVID-19 achievement gaps asking some variation of this question:

New & Noteworthy

Recent Centerline Blog Posts

image

A Framework to  Support States in the Selection, Documentation, and Use of Test Accommodations

This is the fourth in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Maura O’Riordan, from the University of Massachusetts Amherst, worked with Chris Domaleski to develop guidance to help states better understand the impact of assessment accommodations on the meaning and interpretation of test scores.

image

Keeping up the PACE: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire’s Innovative Assessment System

This is the third in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Alexandra Stone, from the Neag School of Education at the University of Connecticut, worked with Carla Evans on analyses to evaluate the effects on student achievement in the NH PACE program.

image

Part 2: A Deep Dive into Summative Classroom Assessment in a Remote or Hybrid Learning Environment

Those responsible for summative classroom assessment in 2020-2021 face a number of daunting challenges, not the least of which is that the definition of “classroom” is wide and varied.