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

    SEL Balanced Assessment Systems Culturally-Responsive Assessment Student Equity

    The Center is Getting Emotional about Assessment

    Part 2: What States Can Do To Support Balanced SEL Assessment Systems

    This is the second in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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    Self-directed learning SEL Educational Assessment Balanced Assessment Systems Assessment

    The Center is Getting Emotional about Assessment

    Part 1: Making the Case for Social and Emotional Learning Assessment

    This is the first in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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    School Disruption Remote Testing comparability Validity COVID-19 Response Assessment

    Test Score Meaning Under Remote Test Administration

    Part 2: Mode or Accommodation? A Framework for Thinking about Remote Administration

    This is the second in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. In the first post, Michelle Boyer and Leslie Keng laid out the reasons why states should be concerned about the effect of remote testing on the comparability of score meaning. In the third post in this series, we will discuss specific challenges to score interpretations for remotely-administered tests.  

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    school disruptions Remote Testing comparability Validity Assessment COVID-19 Response

    Test Score Meaning Under Remote Test Administration

    Part 1: Why Validity is Threatened under Remote Administration Conditions

    This is the first in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. Next up is a discussion of a framework for the types of analyses that will be useful for understanding the degree to which scores are comparable between remotely tested students and students tested in the classroom, what might be done to adjust them if they are not, and the conditions under which data can be collected to support those analyses.

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    school disruptions school accountability Educational Assessment COVID-19 Response Assessment

    What’s Even Going On? 

    Collecting Data on Student Experiences to Understand Student Learning in Light of COVID-19 

    As the school year gets underway, one question on everyone’s mind is: What impact will all of the disruptions have on student learning? Answering this question requires collecting data on student experiences in addition to data on student achievement. 

    Data on student experiences – data that really lets us dig into what students’ day to day school lives are like –  has largely been absent from statewide collection to date.   

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    Educational Assessment Fairness Values Test Use Assessment Use of Assessment Results

    Fairness in Educational Testing

    The Role of Values in Addressing Fairness in Test Purpose, Use, and Consequences

    What is fairness in educational testing? 

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    Educational Assessment Accountability School Disruption Assessment RILS COVID-19 Response

    Reflections from RILS 2020: Charting a Course in Uncertain Times   

    To some extent, trying to address the many challenges that the pandemic presents for K-12 education has been like steering a ship in a storm without the benefit of the ability to predict the storm’s duration or path with any confidence.

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    Educational Assessment Accommodations State Assessment Use of Assessment Results Assessment

    A Framework to  Support States in the Selection, Documentation, and Use of Test Accommodations

    This is the fourth in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Maura O’Riordan, from the University of Massachusetts Amherst, worked with Chris Domaleski to develop guidance to help states better understand the impact of assessment accommodations on the meaning and interpretation of test scores.

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    Innovative Assessment Evaluation ESSA Assessment Accountability Performance Assessment

    Keeping up the PACE: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire’s Innovative Assessment System

    This is the third in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Alexandra Stone, from the Neag School of Education at the University of Connecticut, worked with Carla Evans on analyses to evaluate the effects on student achievement in the NH PACE program.

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    Educational Assessment Summative Classroom Assessment Remote Learning Assessment COVID-19 Response

    Part 2: A Deep Dive into Summative Classroom Assessment in a Remote or Hybrid Learning Environment

    What’s the Same and What’s Different about Classroom Assessment in 2020-2021? 

    Those responsible for summative classroom assessment in 2020-2021 face a number of daunting challenges, not the least of which is that the definition of “classroom” is wide and varied. 

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