2021 Convening on Through Year Assessments

Claims & Evidence for Through Year Assessments: A Convening

The Center for Assessment hosted a successful convening of state, industry leaders, and researchers to delve into the details of through-year assessment systems. You can access all of the recordings, slide decks, and other materials here.

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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. 

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Comparability of Scores on the Same Test

In 2018, the Center was honored to be invited by the National Academy of Education to contribute two chapters to the book Comparability of Large-Scale Educational Assessments, which was released earlier this year. The Center’s chapters addressed the foundational issues surrounding the comparability of individual and aggregate group scores when students ostensibly take the same test.

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Recommendations to Support the Validity of Claims in NGSS Assessment

This is the second 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. Sandy Student, from the University of Colorado Boulder, and Brian Gong get things started with a two-part series describing their work analyzing the validity arguments for states’ large-scale Next Generation Science Standards (NGSS) assessments.

New & Noteworthy

Recent Centerline Blog Posts

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Selecting the Right Assessments to Monitor School Recovery from the Pandemic 

In a previous post, I (Juan) argued for the importance of a variety of tools in your assessment toolbox to help monitor recovery efforts as we come out of (or continue to wade our way through) the pandemic. In this post, we expand a bit more on assessment selection, and the types of assessments, or tools, that can be used to monitor recovery efforts and confirm evidence of progress. 

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Monitoring COVID Recovery Efforts

“If the only tool you have is a hammer, it is tempting to treat everything as if it were a nail.” -Abraham Maslow (circa 1966, as adapted from an even older British saying).

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Lead with the Reports

Sadly, one of the giants in the field of educational measurement has recently passed away – Dr. Ron Hambleton. The fact that Ron was one of the most prodigious and acclaimed scholars in our field is undisputed. A list of his works is astonishing in its breadth and influence, and his accolades are unmatched. Despite this, he wasn’t a distant ‘ivory tower’ professor. Communicating in ways that reached broad audiences was one of his passions – one that came through in his works, including books that an entire generation of measurement students studied. I was one of those students.