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The Center for Assessment’s COVID-19 Response Resources

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.

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When it Comes to School Ratings, Meaning Matters

Letter grades are a popular way to describe performance. I’m referring to those same letter grades you received in school - A to F.  We all know that the coveted A is “superb,” and an F warns that performance is completely deficient. What’s a C?  Perhaps it is used to communicate “good enough” (but not great), or possibly it means “average.” Should we worry that those are often two different things?  

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A Look Back and a Look Ahead After 20 Years of Assessment and Accountability Work

It’s been 20 years, and everyone at The Center for Assessment is excited to celebrate this milestone anniversary with a very special Reidy Interactive Lecture Series (RILS). 

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The Need for Program Evaluation to Support Accountability Implementation

Accountability systems are supposed to incentivize behavior that promotes equity in educational opportunity and leads to positive student outcomes. But how do we really know? Even the best designs still have a burden of proof. Applying program evaluation principles that use school identification are powerful tools to examine accountability's impact, usefulness, and relevance. Program evaluation facilitates the collection, use, and interpretation of the right information to improve or understand a system or its impact. 

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Following Their Lead: Some Thoughts About Student-Led Assessment

Student-led assessment has become the umbrella term for describing the range of approaches by which students are involved in collecting and evaluating evidence of their learning. This contrasts with more traditional approaches where the teacher or an entity outside of the classroom (e.g., district, state) dictates the assessment process. Student- or teacher-led assessment is not a simple dichotomy.

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Assessment Flexibility for States under ESSA: Highlights from New Hampshire’s Innovative Assessment Application

New Hampshire was one of three U.S. entities that submitted an application for flexibility under the Every Student Succeeds Act (Section 1204: Innovative Assessment and Accountability Demonstration Authority) in the first application window. Broadly, this authority allows states to pilot an innovative assessment system in a subset of schools for up to seven years, as states scale the assessment system statewide.

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It’s in the Details: Let’s be Specific about the Uses of Assessment Results

“We have selected Assessment XYZ to improve teaching and learning in our district.” This is a common refrain heard from many school and district leaders. However, such refrains must be translated into actionable guidance – all those involved designing, implementing and leading programs of assessment need to do a better job explaining how assessment results can and should be used. Often district assessments take the form of off-the-shelf interim or benchmark assessments, but district-developed assessments or assessment batteries are also common.

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maaps Project Update: Providing a comprehensive picture of school quality and success

Over the past year and a half I have had the pleasure of working with the Massachusetts Association of 766 Approved Private Schools (maaps). The 85 maaps schools serve a highly individually diverse population of students with special needs. Students are typically placed in a maaps school by their home public school district due to the severity of their needs.

New & Noteworthy

Recent Centerline Blog Posts

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The Center is Getting Emotional about Assessment

This is the second in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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The Center is Getting Emotional about Assessment

This is the first in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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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.