We’re committed to helping states and school districts design and implement assessment and accountability systems that support meaningful educational outcomes and student achievement.
We help states and school districts design assessments and assessment systems that meet technical and policy goals to support student learning and for other critical uses.
We’re a leader in designing and implementing accountability systems for states and school districts to meet key federal and state requirements that also support continuous improvement efforts.
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 focused on Improving the Selection, Use, and Evaluation of Interim Assessments.
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.
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.
It may sound innovative to claim that commercial interim assessments support instruction, but simply saying it doesn’t make it so.
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:
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.
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.
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.
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.”
States will soon publish (or have already published) the first results of their federally-mandated accountability systems.
State and district leaders are increasingly interested in implementing balanced systems of assessment, in large part to improve the instructional utility of assessment scores.
If you've ever worked with someone from the Center, been in a Center staff meeting, or even had dinner with someone from the Center, you know that we refer to Theories of Action incessantly. It may sound wonky and weedy (and it is), but there's a reason why we value it so much. That's because a theory of action (TOA) can help us clarify what we truly believe should happen if a program or system is implemented.
Defining a Theory of Action to Help Guide Longer-Term Goals
I am encouraged that so many educational leaders are wrestling with systematically bringing educational reforms to scale. Unfortunately, as these leaders have come to realize, achieving widespread implementation of meaningful reforms is really hard – especially when pursuing a goal of increasing assessment literacy.
This post is based on an invited presentation Charlie DePascale made at the nineteenth annual Maryland Assessment Research Center (MARC) conference at the University of Maryland on November 8, 2019.
“Our teachers are thrilled that the new summative state assessment is so much shorter. Now, what additional student scores can we report from it to help them improve instruction?”
