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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Enhanced Score Reporting for a Game-Based Assessment

This is the fifth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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Enhancing the Impact of Performance Assessments on Instruction

This is the fourth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Assessing the Academic Impact of COVID-19 in Summer 2021

As we approach 18 months into the COVID-19 pandemic, evidence regarding the academic impact on students is still relatively scarce; information we have largely comes from interim assessments (e.g., Renaissance STAR or NWEA MAP). Beginning in Fall 2020, several interim assessment vendors leveraged their assessment data to examine the academic impact of the pandemic in the United States.

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What Leads to Positive Changes in Student Learning?

This is the third post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Considering Coherence in the Collection and Use of Opportunity-to-Learn Data

This is the second post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Dan Silver, from the University of Southern California, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores and better understand schooling conditions during and after the pandemic.

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It’s Déjà vu All Over Again

I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, didn’t we already do that?” When my pandemic-induced time fog finally cleared enough, I remembered that we produced a comprehensive set of recommendations with Rebecca Kockler and our colleagues at CCSSO for assessment in fall 2020.

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A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

This is the first post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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Making a Bad Situation Worse

The recent controversy over the awarding of the valedictorian and salutatorian at West Point High School in Mississippi highlighted long-documented problems with grading practices. In case you missed it, you can read accounts of the story here and here.

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Rebuilding School Accountability One Step at a Time

As the COVID-19 pandemic continues to subside in the United States, it may be reasonable to expect some education activities to resume with relatively little delay or difficulty. But the impact to other aspects of the education system is likely more extensive, requiring a period of rebuilding before complete resumption. Such is the case with rebuilding school accountability systems statewide.  

Why School Accountability Activities Will Resume Incrementally Rather Than Immediately  

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Putting Design First in Assessment System Design

Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides a unique opportunity for a diverse group of participants to step back and discuss timely and important topics in assessment and accountability. For RILS 2021 we will gather to consider how states can employ lessons from design thinking as they attempt to create innovative assessment system design.

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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All I Wanted for Christmas Was a Through Year Assessment System that Promotes Deeper Learning

In my recent post, I promised to reveal the type of through year assessment design I’d like to see. After providing some background and context, I provide a high-level description of my design for a through year assessment system that promotes deeper learning while alleviating many of the problems caused by current assessment designs.

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Instructing and Assessing 21st Century Skills

The Center for Assessment is partnering with PBLWorks to provide tools and resources supporting project-based instruction and assessment of 21st Century skills.

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Oh, What a Year…Again

I titled my 2020 year-end CenterLine post, “Oh, What a Year!” with hopes that we were turning the pandemic corner. There’s no question the widespread availability of vaccines beginning in early spring 2021 gave us all a sense of hope only to have it dashed and renewed multiple times throughout this year following COVID’s ebb and flow.