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.

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Carpe Diem: Evolving Education After COVID-19

Graduates today, more than ever, will need to navigate the economic shifts resulting from the COVID-19 pandemic by independently resetting goals, adapting quickly, and applying what they’ve learned to solve new and novel problems. Skills such as these are commonly known as the “21st Century skills” and during these changing times, the ability to demonstrate these skills may make the difference between success and failure.

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Program Evaluations under COVID-19

Juan D’Brot and the Center are pleased to host this post prepared by Juan with contributions from his colleagues on the Joint Committee on Standards for Educational Evaluation: Brad Watts, Julie Morrison, and Jennifer Merriman. The JCSEE's mission is to develop and promote standards for conducting high-quality evaluations through the use of the Program Evaluation Standards.

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Remote Learning Provides an Opportunity to Rethink Assessment (and Learning)

Jal Mehta, author of In Search of Deeper Learning, was recently interviewed by Rick Hess about how to support deeper learning during the COVID-19 shutdown and remote learning.

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How Can We Continue Monitoring  Student Performance When We’re Losing Large-Scale Assessment Data? 

As seen by our growing list of recent CenterLine posts, professionals at the Center for Assessment are actively thinking about how to approach the loss of large-scale assessment and accountability data for this school year and its impact on monitoring student performance: 

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Dealing with Fallout from COVID-19 School Disruptions: What to do Next in Assessment and Accountability?

In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting in students schooling from home, which interrupted state assessment schedules in every state. 

Canceling state assessments and local schooling have implications for several other state policies and programs, ranging from federal school accountability designations to determining how students could earn credits and graduate.

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Issues and Considerations that the COVID-19 Pandemic Presents for Measuring Student Growth

The COVID-19 (novel coronavirus) global pandemic is having far-reaching effects in all facets of our lives. The impact on student education has been discussed in general terms in the media relative to school closures, and we at the Center for Assessment have been adding to the conversation by giving our thoughts on how changes to statewide assessment administrations may impact state efforts toward measuring student growth for the current and subsequent academic years. 

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The Outlook for ESSA School Accountability After COVID-19

For those hoping for minimal disruption to ESSA school accountability, I have bad news and more bad news.    

The bad news is that school accountability as we know it is entirely offline for 2020. Before the calendar even flipped to April, the U.S. Department of Education granted waivers to all 50 states, D.C., Puerto Rico, and the Bureau of Indian Education.  

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Tongue Tied by Testing Terminology

City Year is an American education nonprofit organization founded in 1988 and dedicated to helping students and schools succeed. The organization partners with public schools in 29 high-need communities across the U.S. and through international affiliates. The Center for Assessment has been partnering with City Year for several months to help increase the assessment knowledge and skills of City Year staff. We’ve had the privilege of working with Will Scarbrough, the head of Student Analytics for City Year, on this project.

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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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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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Supporting the Improvement of Educators’ Assessment Literacy

This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

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Break the Glass and Pull the Alarm! The Signal From Spring 2021 State Testing Is Clear

I and many others were concerned that the uncertainty with interpreting Spring 2021 state summative test scores because of all the “noise” associated with the pandemic would blur any signal we were trying to hear from the data. Unfortunately, that signal is so loud that we can’t miss it. In spite of any uncertainty, we have more than enough information to pull the policy alarm!

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).