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

    Innovative Assessment ESSA IADA State Assessment

    The Reality of Innovation in Educational Assessment

    Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like

    This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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    Innovative Assessment ESSA IADA State Assessment

    The Reality Faced by Innovators of Educational Assessments

    Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like?

    The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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    Assessment Use of Assessment Results Interim Assessment RILS

    How Do We Improve Interim Assessment?  

    Reflections From the 2019 Reidy Interactive Lecture Series (RILS) Conference

    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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    RILS Interim Assessment Use of Assessment Results Education Policy

    Matching Instructional Uses with Interim Assessment Designs

    The Importance of Ensuring that an Assessment is Designed to Support its Intended Uses

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

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    RILS Interim Assessment Use of Assessment Results Education Policy

    The Choice is Yours on Interim Assessment

    Introduction to the Interim Assessment Identification and Evaluation Process Tool

    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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    formative assessment Interim Assessment State Assessment

    Interim Assessment? Didn’t You Mean Formative Assessment? 

    Discovering the Need for Clarity on the Use and Effectiveness of Interim Assessments

    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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    Assessment Reports Reporting

    Promoting Effective Practices for Subscore Reporting and Use

    A Framework for Reporting Technically-Sound and Useful Subscores on State Assessments

    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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    State Assessment Assessment systems Education Policy

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

    Recommendations for Good Practices in Developing and Codifying State Assessment Policy

    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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    Assessment systems Reporting Use of Assessment Results

    Improving Equity: What Makes Accountability Indicators Meaningful? 

    Ensure You’re Receiving Valuable Information Necessary to Support Student Equity and Improvement  

    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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    Assessment systems ESSA Reporting Use of Assessment Results

    Improving Equity: Understanding State Identification Systems under ESSA

    Creating a Framework to Help Describe Differences in How States Identify Schools for Support and Improvement

    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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