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.

View Event Details and Register

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Test Score Meaning Under Remote Test Administration

This is the second in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. In the first post, Michelle Boyer and Leslie Keng laid out the reasons why states should be concerned about the effect of remote testing on the comparability of score meaning. In the third post in this series, we will discuss specific challenges to score interpretations for remotely-administered tests.  

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Test Score Meaning Under Remote Test Administration

This is the first in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. Next up is a discussion of a framework for the types of analyses that will be useful for understanding the degree to which scores are comparable between remotely tested students and students tested in the classroom, what might be done to adjust them if they are not, and the conditions under which data can be collected to support those analyses.

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What’s Even Going On? 

As the school year gets underway, one question on everyone’s mind is: What impact will all of the disruptions have on student learning? Answering this question requires collecting data on student experiences in addition to data on student achievement. 

Data on student experiences – data that really lets us dig into what students’ day to day school lives are like –  has largely been absent from statewide collection to date.   

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Fairness in Educational Testing

What is fairness in educational testing? 

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Reflections from RILS 2020: Charting a Course in Uncertain Times   

To some extent, trying to address the many challenges that the pandemic presents for K-12 education has been like steering a ship in a storm without the benefit of the ability to predict the storm’s duration or path with any confidence.

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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

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. 

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Part 1: A Deep Dive into Formative Assessment in a Remote or Hybrid Learning Environment

As school restarts this fall, many teachers and students are facing different learning environments than the typical back-to-school realities – including when it comes to formative classroom assessment. 

COVID has reshaped teaching and learning in ways that could make a teacher or other educational leader wonder—what’s the same and what’s different about classroom assessment in a remote or hybrid learning environment

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A Principled Approach to Classroom Assessment During Remote Learning

When Mary Ann Snider and I wrote in late April, “We can seize this opportunity to create assessment experiences that require students to think deeply and to demonstrate that deep thinking,” we were not thinking that students would be engaged in remote learning again this school year. 

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.