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.
Will Lorié December 5, 2019
Technology-Enhanced Items (TEIs) are a kind of test question or task. A characteristic feature of TEIs is that, in contrast to traditional multiple-choice (MC) items, which require the selection or “bubbling” of a single option, TEIs generally require test-takers to make more than one interaction with the item.
The most interesting TEIs are simulations with game-like contexts. Picture a virtual laboratory where the goal is to isolate a specific compound, or a simulated garden where the test-taker can conduct an experiment to learn about (or be tested on) a concept in genetics.
Juan D’Brot November 25, 2019
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
Scott Marion November 20, 2019
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.
Charlie DePascale November 13, 2019
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?”
Scott Marion November 5, 2019
The 2019 NAEP results (National Assessment of Educational Progress) were released last week to much consternation, except perhaps in Mississippi and Washington, D.C., where improved results were celebrated.
Nationally, results were up slightly in fourth-grade math, flat in eighth-grade math, and down in both fourth and eighth-grade reading. These results continue a disturbing lack of progress over the last decade.
Scott Marion October 30, 2019
Interim assessments may have a role in balanced assessment systems, but that role is not conferred by title. It is conferred by logic and evidence tied to particular purposes and uses.
Charlie DePascale October 22, 2019
This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.
Charlie DePascale October 14, 2019
The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements.
Chris Domaleski October 8, 2019
In the seacoast region of New Hampshire, we are enjoying the kind of crisp early autumn temps that might call for a light sweater, and the foliage reveals just a hint of the color that draws ‘leaf peepers’ to the region each year. But it wasn’t just the postcard-perfect scene that drew more than 80 education and assessment leaders from around the country to Portsmouth on September 26-27, 2019. The Center’s annual Reidy Interactive Lecture Series (RILS) offered an opportunity for those assembled to learn and contribute ide
New & Noteworthy
Recent Centerline Blog Posts
Patrick Meyer June 29, 2020
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.
Jeri Thompson June 25, 2020
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.
Susan Lyons June 23, 2020
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.