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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Addressing the Accountability Challenge of Missing Data With A Performance Profile

In a previous post I discussed the challenges of rebuilding accountability systems developed for the Every Student Succeeds Act (ESSA) in 2021-2022. Prominent among these challenges is missing data due to multiple years of pandemic-related disruptions. What are the best alternatives to solve this problem? In this post I’ll suggest a tool, the performance profile, that may help address the issue of partially missing data.   

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Trying to Serve Multiple Uses with Through Year Assessments

Assumptions lead to claims about the types of inferences and uses that an assessment system is intended to support. Strong assumptions require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

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Following their Lead

Five states have been approved to implement innovative assessment pilots as part of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). As part of our 2021 Reidy Interactive Lecture Series (RILS) on assessment innovation, we thought it was critical to hear directly from these IADA leaders. 

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The Good, The Bad, and The Ugly of Innovation in Educational Assessment

This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

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A Culturally Responsive Classroom Assessment Framework 

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

RILS 2021

2021 Reidy Interactive Lecture Series: Design Innovation in Educational Assessment Systems

Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides an opportunity for a diverse group of participants to discuss timely and important topics in assessment and accountability. In 2020, we sponsored the first virtual RILS event that saw overwhelming attendance and participation. The conference offered a wide range of online programming focused on the implications of the COVID-19 pandemic for assessment and accountability.

In 2021, RILS will continue as a no-cost, virtual offering that we hope will sustain the great attendance and participation we saw last year. For RILS 2021, we will step back and address how states can employ lessons from design thinking as they attempt to create innovative assessment systems.

RILS 2021 will comprise six sessions on four different days. Attendance at the first sessions is not required to understand the later sessions (though they will help to provide greater clarity). 

View Session Details and Register

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Ensuring Assessment Systems Meet the Needs of Students with Disabilities 

In 2019-2020, the requirement to administer state summative assessments was waived for all states. In the absence of this data, many states and school districts leaned on commercial interim assessment data to inform programmatic and instructional decisions to a greater extent than they had in the past.

Claims and Evidence for Through Year Assessments: What We Know and What We Need to Know: A Center for Assessment Virtual Convening

Claims and Evidence for Through Year Assessments: What We Know and What We Need to Know

A Center for Assessment Virtual Convening

“Through year” or “through course” assessment systems are rapidly proliferating. However, there is still little agreement about the types of claims that can be supported and the types of designs that might support such claims. To this end, the Center for Assessment hosted a virtual conference on November 15-16, 2021 to learn from one another about the challenges, risks, and opportunities associated with through year assessment.

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Enhanced Score Reporting for a Game-Based Assessment

This is the fifth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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Enhancing the Impact of Performance Assessments on Instruction

This is the fourth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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.