Our goal is to support your school, district, or state in navigating assessment and accountability to help improve student learning.

The complex and multi-faceted problems we face rarely have a single or simple solution. On CenterLine, we encourage the Center team and guest authors to present a diversity of viewpoints, and an author’s view may evolve as conditions change and understandings grow.

CenterLine posts, unless specifically noted, are not official views of the Center for Assessment.

    Blog posts

    Assessment Literacy Classroom Assessment Professional Development Educational Reform Assessment

    Why Have Many (All?) Approaches to Improve K-12 Educator Assessment Literacy Failed to Produce Significant Changes in Teacher Practices at Scale?

    Making Teachers Active Agents in Improving Assessment Literacy

    Most of us would agree that if the problem of improving K-12 educator assessment literacy has not been solved, it is not because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

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    Balanced Assessment Systems Educational Assessment Learning Acceleration Covid-19 Disruptions Assessment

    Using Assessment to Support Learning Acceleration: It Takes a System! 

    A First-Hand Account of Responding to Student Needs

    The Oklahoma State Department of Education’s (OSDE) highest priority is keeping students and staff safe so that we can focus on learning acceleration for all students. We are also intensely focused on how assessment can be used to help address these instructional and learning needs.  To this end, in this post, I discuss the importance of a balanced system of assessment and of being very intentional about the specific purposes and uses of types of assessment within that system, especially those intended to be used to support student learning and improved instruction. 

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    educational accountability Performance Profile Missing Data Covid-19 Disruptions Accountability

    Addressing the Accountability Challenge of Missing Data With A Performance Profile

    Consider a Different Way to Put The Pieces Together

    In a previous post I discussed the challenges of rebuilding accountability systems developed for the Every Student Succeeds Act (ESSA) in 2021-2022. Prominent among these challenges is missing data due to multiple years of pandemic-related disruptions. What are the best alternatives to solve this problem? In this post I’ll suggest a tool, the performance profile, that may help address the issue of partially missing data.   

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    Through Year Assessment State Testing Validity Accountability Innovative Assessment Assessment

    Trying to Serve Multiple Uses with Through Year Assessments

    Assumptions, Claims, and the Evidence Needed to Support Them

    Assumptions lead to claims about the types of inferences and uses that an assessment system is intended to support. Strong assumptions require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

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    Educational Assessment Innovative Assessment IADA RILS Assessment

    Following their Lead

    Conversations with Innovative Assessment Demonstration Authority State Leaders

    Five states have been approved to implement innovative assessment pilots as part of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). As part of our 2021 Reidy Interactive Lecture Series (RILS) on assessment innovation, we thought it was critical to hear directly from these IADA leaders. 

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    Educational Assessment Innovative Assessment Large-Scale Testing RILS Assessment

    The Good, The Bad, and The Ugly of Innovation in Educational Assessment

    Thoughts on What Has Worked Well, What Has Been Less Successful, and Why

    This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

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    Classroom Assessment Culturally-Responsive Assessment Instructional Change Student Equity Assessment Systems

    A Culturally Responsive Classroom Assessment Framework 

    The Intersections of Equity, Pedagogy, and Sociocultural Assessment

    Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

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    Educational Assessment Students With Disabilities Interim Assessment Alternate Assessment Assessment

    Ensuring Assessment Systems Meet the Needs of Students with Disabilities 

    Designing an Assessment Solution that Fits for All Students is Different than Fitting All Students into an Assessment Solution

    In 2019-2020, the requirement to administer state summative assessments was waived for all states. In the absence of this data, many states and school districts leaned on commercial interim assessment data to inform programmatic and instructional decisions to a greater extent than they had in the past.

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    game-based assessment score reporting Educational Assessment Use of Assessment Results Assessment

    Enhanced Score Reporting for a Game-Based Assessment

    Game-Based Assessment Can be Fun for Students: Can We Make Its Use More Informative for Teachers?  

    This is the fifth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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    Performance Assessment Instructional Change Curriculum Educational Policy Use of Assessment Results

    Enhancing the Impact of Performance Assessments on Instruction

    A Research-Based Framework Monitoring the Use of Performance Assessments to Promote Positive Instructional Change

    This is the fourth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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