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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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COVID-19: In Search of Continuity of Student Learning After Extended School Closures

I have been uplifted by the dialogue that is occurring across the country as we deal with truly unprecedented extended school closures and minimized services to families and students. I consistently hear state education leaders focus on the need to provide support to families and their children to ensure they are safe, healthy, fed, and continue learning; which requires continuous flexibility and identifying innovative approaches to how services are provided. 

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An Assessment Response to Anticipated Learning Gaps

According to Education Week, “as of March 23, 2020, 7:31 p.m. ET: 46 states have decided to close schools. Combined with district closures in other states, at least 123,000 U.S. public and private schools are closed, are scheduled to close, or were closed and later reopened, affecting at least 54.8 million students”.

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We're All in This Together

As of this writing, more than 80% of U.S. K-12 students will be home from school for at least multiple weeks. More likely, many or most could be out for the rest of the school year. Therefore, many states have decided to call off or suspend student testing for the 2019-2020 school year – and the number of states following suit are doing so by the day.

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Considering Equity Within Accountability Systems in Response to Interruptions in Schooling: Making Accountability Systems Help 

Right now, the focus of parents and educators is, rightly, on keeping students safe. 

American schools, however, are also on the frontlines to address inequality. Recent concerns about the accessibility of free and reduced lunch services with school closures in response to COVID-19 only serve to highlight the critical role schools play in providing services to students most in need. 

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School Disruption Due to COVID-19

Like many of you, I’m closely following the news of the growing threat associated with the COVID-19 virus. Obviously, it is a difficult time for many and my primary thoughts are with those whose health or welfare are directly affected.  

During this time, education leaders are grappling with tough decisions regarding whether to close schools or suspend activities. These decisions have many wide-ranging implications, and one such implication we’re focused on at the Center is the short- and long-term impact to assessment and accountability systems. 

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Connecting Measurement, Research, and Evaluation 

Last fall, Senior Associate Juan D’Brot was elected to the executive committee of the Joint Committee on Standards for Educational Evaluation, formed in 1975 as a coalition of professional associations in the United States and Canada concerned with the quality of evaluation practice. 

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School Improvement is Hard! How Can Educational Assessment and Accountability Systems Help? 

How do schools improve? More importantly, how can school improvement be sustained over time and at scale? 

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Sizing Up the Next Generation of Large-Scale State Assessment and Accountability

This is the second 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.

New & Noteworthy

Recent Centerline Blog Posts

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Why Has it Been So Difficult to Develop a Viable Through Year Assessment?

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?

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Focus, Fix, Fit: Understanding the Meaning of 2021 Test Scores

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.

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Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.