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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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The Next Generation of State Assessment and Accountability

This is the final installment in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past. 

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The Brian Gong Colloquium

This annual colloquium is named in honor of Brian Gong, the Center’s Co-Founder and former Executive Director. Our aspiration for this internal event is to foster the intellectual curiosity, innovative thinking, and respectful discourse Brian models. Our staff focuses on a topic that may be outside of their expertise but is likely to have a significant impact in our field of work. We spend one year gathering information on the topic, and we invite experts to join us for the colloquium to share information and engage in discussions.

The Brian Gong Colloquium provides an opportunity for Center staff to expand our knowledge and increase our effectiveness in supporting innovations and improvements in assessment and accountability.

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The Interim Assessment Toolkit

The Center for Assessment has designed a multi-phase interim assessment toolkit intended to help districts identify gaps and needs within their assessment systems, develop a theory of action based on those findings, and guide districts through the selection, use, and evaluation of interim assessments.

Getting What You Need Out of an Interim Assessment

New Hampshire Superintendent Kadie Wilson explains how her district engaged in design thinking to create an assessment system that would provide high-quality instruction, curricula, and assessment practices.

Case Study: The Selection, Use, and Evaluation of Interim Assessments in Wyoming

Hear from members of the Wyoming Department of Education’s Standards and Assessment Team, as well as a district curriculum director, to learn how they overcame specific challenges in the implementation of a new interim assessment, and what the assessment is doing for the state today.

The Interim Assessment Challenge

There has long been a challenge associated with how interim assessments are selected, used, and evaluated. Hear from educators from the Wyoming Department of Education as they detail their approach to interim assessments to improve student learning and performance.

A Conference Unlike Any Other

The Center’s annual Reidy Interactive Lecture Series conference brings together education professionals from states and school districts across the country. Hear from some of our staff and multi-year attendees about how the conference has helped promote important change in assessment, accountability, and student learning.

New & Noteworthy

Recent Centerline Blog Posts

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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.

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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.

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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.