The Center for Assessment’s 2019 Reidy Interactive Lecture Series (RILS)

RILS offers a unique, collaborative learning opportunity for educators and assessment professionals across the country. Hear from some of our multi-year attendees about what makes the conference so special and how it helps support better assessment and accountability practices nationwide. This year’s conference focuses on Improving the Selection, Use, and Evaluation of Interim Assessments. Come join us in lovely Portsmouth, NH for a terrific learning experience—September 26-27, 2019.

Learn more and register

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Preparing the Future with 2019 Summer Internships

While Center staff and 2018 summer interns share their work at the NCME conference, planning is well underway for our 2019 summer internship program.  This summer, the Center will welcome six advanced doctoral students who will work with the Center’s professionals on projects with direct implications for state and national educational policy. Each intern will work with a Center mentor on one major project throughout the summer.

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Conference Season is Upon Us

Warmer days, daffodils in bloom, and birds singing can only mean one thing besides the beginning of spring. It’s also the beginning of another busy conference season–and Center associates are hard at work fine-tuning their presentations.

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Five Essential Features of Assessment for Learning

It may sound innovative to claim that commercial interim assessments support instruction, but simply saying it doesn’t make it so. 

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Ch-Ch-Ch-Ch-Changes...Turn and Face the Strange World of Assessment

Heraclitus of Ephesus said that “The only thing that is constant is change.”  This observation certainly applies to K-12 assessment programs, as assessment transitions seem to be happening on a more frequent basis and at a more rapid pace in recent years. 

Consider the following information gathered from a recent informal survey of 21 states by the Council of Chief State School Officers (CCSSO) about assessment transitions in the past few years:

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Considering Interim Assessments and Summative Information

Getting the most out of any investment is common sense, and a sensical goal. In terms of school districts and states, these entities often make substantial investments into interim assessments with the aim of supporting classroom instruction and district decision making.

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Re-envisioning Performance Standards Validation

For a variety of reasons—political, psychometric and practical—states are often required to modify their large-scale summative assessments. These changes may be significant, such as developing new assessments after the adoption of revised academic content standards, or minor, such as adding a couple items to an existing test blueprint. 

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Baby Steps: Moving Forward on Teacher Evaluation

I was recently invited by Future Focused Education to share my thoughts on teacher evaluation for their blog. I contributed two posts about the insurmountable challenges of state-mandated teacher evaluation and the promise of coherent locally-based support and evaluation systems.

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Alignment Turns 25 This Year–So Now We Ask, What Are its Prospects?

Alignment turns 25 this year. Happy Birthday, Alignment! Alignment burst onto the K-12 assessment landscape with the Improving America’s Schools Act (IASA) – the 1994 reauthorization of ESEA. Among other Title 1 requirements, IASA required states to develop “assessments aligned to challenging content and performance standards.”  

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What’s Next in State Accountability?

States will soon publish (or have already published) the first results of their federally-mandated accountability systems. 

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How to Plan for a Balanced Assessment System While Keeping Curriculum in Mind

State and district leaders are increasingly interested in implementing balanced systems of assessment, in large part to improve the instructional utility of assessment scores. 

New & Noteworthy

Recent Centerline Blog Posts

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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.

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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.

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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.

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