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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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How Do We Improve Interim Assessment?  

In the seacoast region of New Hampshire, we are enjoying the kind of crisp early autumn temps that might call for a light sweater, and the foliage reveals just a hint of the color that draws ‘leaf peepers’ to the region each year. But it wasn’t just the postcard-perfect scene that drew more than 80 education and assessment leaders from around the country to Portsmouth on September 26-27, 2019. The Center’s annual Reidy Interactive Lecture Series (RILS) offered an opportunity for those assembled to learn and contribute ide

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Matching Instructional Uses with Interim Assessment Designs

Assessments are the most powerful and useful when designed intentionally for particular purposes – especially when it comes to interim assessments.  

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The Choice is Yours on Interim Assessment

This week, the Center team gathers in Portsmouth, New Hampshire with state and local educators, assessment specialists, industry leaders, and old and new friends for our 21st annual Reidy Interactive Lecture Series (RILS). The topic of RILS this year and the goal for our two days together is to improve the selection, use, and evaluation of interim assessments by helping states and districts make better-informed decisions about the appropriateness and utility of different interim assessments options.

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Interim Assessment? Didn’t You Mean Formative Assessment? 

This is the sixth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Calvary Diggs from the University of Minnesota worked with Nathan Dadey on a literature review on the use and effectiveness of interim assessments.

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Promoting Effective Practices for Subscore Reporting and Use

This is the fifth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Victoria Tanaka, from the University of Georgia, worked with Chris Domaleski on a review of the reporting of subscores on states’ large-scale assessments.

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The Importance of Educational Assessment Policy in Shaping High-Quality State Assessments

This is the fourth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Zachary Feldberg, from the University of Georgia, worked with Scott Marion on a systematic review of states’ large-scale educational assessment policies.

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Improving Equity: What Makes Accountability Indicators Meaningful? 

This is the third in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer; and it is the second post by Nikole Gregg. Nikole is from James Madison University and worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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Improving Equity: Understanding State Identification Systems under ESSA

This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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Creating a Framework for Assessment Literacy for Policymakers

This is the first in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

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Being Innovative Under ESSA’s Innovative Assessment Demonstration Authority

In my previous glass-half-empty post, I outlined my considerable reservations with the Innovative Assessment Demonstration Authority (IADA) component of the Every Students Succeeds Act (ESSA). 

New & Noteworthy

Recent Centerline Blog Posts

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What Should We Do Next Year?

The Center’s Executive Director Scott Marion was asked recently to offer a short response to the question,“How can parents and policymakers know whether schools are making up for lost learning and addressing individual needs?” as part of a series on what it will take to reopen schools amid the pandemic sponsored by The Center on Reinventing Public Education, in partnership with T

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Getting Ahead of the Curve: Planning for Accurate Equating in 2021

We cannot know what classrooms and teaching will look like in the coming school year, but that doesn’t need to prevent states from planning ahead for accurately equating spring 2021 summative assessments. In making that statement we assume that those tests will happen and their blueprints and administration will be unaltered while acknowledging that the conditions of learning may be very different than in the past.

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Key Takeaways for Assessment in 2020-2021

Since mid-March, Center for Assessment associates and highly-respected guest authors have written multiple CenterLine posts and other papers addressing key aspects of assessment and accountability. We have been wrestling with this question since COVID-19 disrupted the 2019-2020 school year and forced the cancellation of spring 2020 state assessments: How can assessment best be used to support teachers and students during the 2020-2021 school year? Our ideas and advice over the past several months about assessment in 2020-2021 crystallized into the following key takeaways:

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