CenterLine

Our goal is to support your school, district or state in navigating assessment and accountability to help improve student learning. Here, we share the latest news and views from the Center for Assessment team.

    Blog posts

    Assessment

    Stop Training the Trainers

    Moving Toward a Research-based Approach for Improving Assessment Literacy

    “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.

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    Accountability

    Designing a Coherent System of Accountability Across ESSA and Perkins V

    How Considering ESSA and Perkins V as Complementary Parts of a Larger Accountability System Can Help States be Better Aligned with Both

    For the last several years, I have been working with several states developing accountability systems. These systems must meet the federal requirements outlined in the Every Student Succeeds Act (ESSA), comply with the requests and priorities defined by stakeholders, and align with the state’s vision for increasing college and career readiness for all students. In fact, the increased attention to career and college readiness is a common high point among states’ ESSA plans. 

     

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    Assessment Literacy Assessment

    What We Can Learn From Bill Belichick About Assessment Literacy

    Bill Belichick is a famous football coach known for his dry humor and non-answer answers to questions from the media. Coach Belichick holds many coaching records; including a record five Super Bowls as a head coach. One of his more famous quotes is “Do your job” and a big part of his success as a coach is preparing players to do their job well. You might not think Coach Belichick has a lot to offer in a discussion about assessment literacy, but I disagree. 

     

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    Assessment Assessment systems

    How RILS Helps Define a Path Forward for Educational Assessment and Accountability

    A Vision for More Effective Practices in the Future

    This post is one of several recapping the Reidy Interactive Lecture Series (RILS), which the Center for Assessment held on September 27-28, 2018. This event marked the Center’s 20th anniversary, and we took advantage of the milestone to reflect on the past and look ahead to the future. In particular, we wanted to take an honest look at what we’ve learned over the years and leverage these lessons to create a vision for more effective assessment and accountability practices in the future.

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    Center updates

    20 Years of Problem Solving and a Positive Outlook for the Future

    Reflections on the Center’s Efforts to Improve Educational Assessment and Accountability

    Note: The following remarks were delivered by Center for Assessment Executive Director Scott Marion at the Center’s 20th Anniversary Dinner on Sept. 26, 2018.

    I’m thrilled to be celebrating the 20th anniversary of the National Center for the Improvement of Educational Assessment with so many people who have been so important to the Center and its success over the years. Isaac Newton once quipped, “If I have seen further than others, it is by standing on the shoulders of giants.” Those of us working at the Center feel this way all the time.  

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    Assessment

    It’s Been 20 Years. What Have We Learned?

    Key Takeaways from the Reidy Interactive Lecture Series in its 20th Year

    Asking what we have learned is a fitting question with which to begin the twentieth convening of the Reidy Interactive Lecture Series. From its start, the philosophy of the Center for Assessment has been that we gain so much more from asking talented and committed professionals to reflect with us on that question than from simply standing in front of them and telling them what we have learned.

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    Assessment

    Ready for RILS!

    The Center at 20: Leveraging the lessons of the past to improve the impact of assessment and accountability practices

    Much like the last 20 years, the 10 weeks since our first CenterLine post announcing the 2018 Reidy Interactive Lecture Series (RILS) have gone by in a blur.  In just a few days, the Center team will gather with educators, policy makers, assessment specialists, and researchers, old friends and new friends, in Portsmouth, New Hampshire for the 20th annual RILS conference.

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    The Burden of Proof: A Call for Validation Plans and Evidence in Educational Programs

    Why Evaluation of Educational System Designs is Critical to Measuring Effectiveness and Results

    Educational policy makers, program designers, and intervention developers typically identify a problem and propose a solution to that problem. Likely, they have a lot of experience and expertise that informs the design of the solution to that problem–but how do they know the assessment design achieved the intended outcomes? 

    When it comes to educational assessment systems, we should be asking ourselves two key questions: 

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    Assessment Competency-based Assessment

    How Much is Enough? 

    Sufficiency Considerations for Competency-Based Assessment Systems

    Many schools have turned to competency-based education for meeting both equity and excellence goals. Competency-based education requires students to demonstrate mastery of key knowledge and skills rather than merely meeting some passing score “on average.” 

    Local assessment data are often used to evaluate student mastery of identified competencies. There are many measurement challenges that arise when using assessments to support decisions about students’ competence. This blog focuses on one—sufficiency.

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    Assessment

    When It Comes to Getting Summative Information from Interim Assessments, You Can’t Have Your Cake and Eat It Too

    Nathan Dadey, Associate, Center for Assessment

    “You can’t have your cake and eat it too,” is a well-known idiom. In the case of educational measurement, it reflects the dilemma posed by a requirement for a single, summative score, and might read something like: “you can’t get summative scores for accountability purposes without the secure administration of carefully constructed forms in a defined window.”

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