States will soon publish (or have already published) the first results of their federally-mandated accountability systems.
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.
Jeri Thompson January 24, 2019
State and district leaders are increasingly interested in implementing balanced systems of assessment, in large part to improve the instructional utility of assessment scores.
Chris Domaleski January 7, 2019
Alternative high schools serve a vital role in improving outcomes for students, particularly for those students who are most at risk.
While there isn’t a uniform definition for “alternative,” the term typically describes a school that primarily serves students who have not been successful in a traditional environment. Alternative high schools often receive students with cumulative academic deficits and take on the vital work of helping students prepare for opportunities after high school.
How Effective are Alternative High Schools?
Scott Marion December 28, 2018
The Center for Assessment celebrated its 20th anniversary in September with many long-time friends, and the celebration was highlighted by our 20th Reidy Interactive Lecture Series (RILS) where Center professionals reflected on the past and offered a vision for the future.
Carla M. Evans December 18, 2018
The Maine legislature passed a proficiency-based (also known elsewhere as competency-based or mastery-based) graduation requirement in 2012, which was recently repealed before it was implemented.
The repeal prompts us to ask several questions: What went wrong with Maine’s proficiency-based diploma initiative that prompted its repeal? What lessons can be learned to help other states implementing similar policies or pursuing similar initiatives? What can help mitigate some of the concerns that led to the repeal?
Juan D’Brot December 6, 2018
When I last discussed the need for program evaluation to support accountability implementation, I used the unwelcome issue of car trouble to frame the need for evaluation when designing, developing, and implementing accountability systems. Now, with temperatures dropping as we move through fall, I want to reference a pleasing summer activity–outdoor grilling–to differentiate between formative and summative evaluation.
Jeri Thompson November 28, 2018
The world of work in the 21st Century requires that people are able to critically read and analyze a variety of texts and other literacy materials. Text dependent analysis (TDA) is a curriculum and assessment tool to help prepare students for these literacy demands.
Scott Marion November 16, 2018
“Train-the-trainers” is commonly employed as an approach for attempting to spread new learning from individuals who attended a professional development experience to others who did not attend. Unfortunately, this model often works like the children’s game of “telephone”, where the message is mangled by the time it gets around the circle. I am struck that “train-the-trainers” continues to be so popular with so little evidence that it works to improve the implementation of complex knowledge and skills.
Brian Gong March 3, 2021
In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative evidence and instructionally-useful evidence intended to improve student learning within the year.
Brian Gong February 23, 2021
There has been a buzz that “through year” or “through course” assessment represents a better way for states to assess than today’s pervasive end of the year summative assessment. However, no through year assessment has yet been implemented statewide with results acknowledged as acceptable for use comparable to end of year summative assessment scores.
Why Has it Been so Difficult to Get a Viable Through Year Assessment?
Michelle Boyer February 17, 2021
To answer the question of what 2021 test scores will mean, I start by acknowledging that the interpretation of assessment results is always a process of reasoning from evidence, with some level of uncertainty. As with all things COVID, we expect to have more uncertainty this year, but we still have the tools to examine just how uncertain we are about the meaning of test scores in 2021.