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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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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

Recent Centerline Blog Posts

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Educational Assessment and the Pandemic: What Have We Learned?  

A year ago the pandemic changed everything, including the way we think about educational assessment. Although COVID-19 was well on its way to becoming a global pandemic in early 2020, it wasn’t until the second week of March that I, like many Americans, realized the full scale of the impact.  Then, the pandemic suddenly became one of those rare things that I never thought about until it was the only thing I thought about.   

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Here Comes the Sun – Research and Testing Conferences are Back!

The arrival of spring brings with it the spring 2021 conference season – another sign that we may be moving out of the extended COVID-19 winter. Among the first events canceled last spring, annual educational research and testing conferences are returning this spring, albeit with virtual formats. Center professionals welcome these opportunities to share our work with the broader academic and practice communities and to learn about the latest thinking and research that will shape our future.

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Including Missing Data in the Estimate of the Impact of the Pandemic on Student Learning

It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.