CenterLine

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

    Through Year Assessment State Testing Innovative Assessment grading Educational Assessment Assessment

    Educating Pablo: A Play About Through Course Assessment Systems

    Dissecting the Conundrum of Testing Throughout the Year or Once at the End in a Conversation Between Teacher and Student

    Various states have advanced through-course proposals, in which states administer tests throughout the year rather than only once at the end. Some of these proposals come through the Innovative Assessment Demonstration Authority (IADA). Others are externally funded initiatives or proposed as a one-time spring 2021 replacement for traditional end-of-year state tests.

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    Balanced Assessment Educational Assessment Theory of Assessment Assessment

    It Might Just be a Pile of Bricks! 

    The Challenges of Creating Balanced Assessment Systems

    “…a collection of assessments does not entail a system any more than a pile of bricks entails a house.” Coladarci (2002)

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    Innovative Assessment Educational Assessment ESSA Assessment

    Implementing an Innovative State Assessment System While We’re Still Building It: 

    Houston, I Think We Might Have a Problem

    One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been thinking about how this adage applies to innovative state assessment systems—those systems states are developing that offer new ways of measuring student proficiency for use in state accountability systems. I have concluded that one of the reasons that successful innovation in state assessment systems has been so rare is that we continue to ask states to implement innovative assessment systems before the state or the system is ready.

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    COVID-19 Educational Assessment Assessment Literacy Assessment COVID-19 Response

    Educational Assessment and the Pandemic: What Have We Learned?  

    Reflecting on the Enduring Lessons From COVID-19 

    A year ago the pandemic changed everything, including the way we think about educational assessment. Although COVID-19 was well on its way to becoming a global pandemic in early 2020, it wasn’t until the second week of March that I, like many Americans, realized the full scale of the impact.  Then, the pandemic suddenly became one of those rare things that I never thought about until it was the only thing I thought about.   

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    COVID-19 school disruptions Assessment Literacy CBE Innovative Assessment Center Updates Assessment

    Here Comes the Sun – Research and Testing Conferences are Back!

    Conference Season is a Welcome Break from the Long Winter

    The arrival of spring brings with it the spring 2021 conference season – another sign that we may be moving out of the extended COVID-19 winter. Among the first events canceled last spring, annual educational research and testing conferences are returning this spring, albeit with virtual formats. Center professionals welcome these opportunities to share our work with the broader academic and practice communities and to learn about the latest thinking and research that will shape our future.

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    School Disruption COVID-19 Learning Recovery Educational Assessment Assessment COVID-19 Response

    Including Missing Data in the Estimate of the Impact of the Pandemic on Student Learning

    Part 3 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    COVID-19 school disruptions Learning Recovery Educational Assessment Assessment COVID-19 Response

    Making Use of Missing Data to Plan Interventions for Recovery

    Part 2 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    COVID-19 Response School Disruption Learning Recovery Educational Assessment COVID-19 Assessment

    Making Sense of Recent COVID-19 Impact Studies by Interim Assessment Vendors

    Part 1 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special Covid-19 impact studies, assessment vendors have attempted to shed light on the effects of the pandemic on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    Accountability ESSA Student Equity School Quality ESEA Reauthorization

    Letting Go of Labels in School Accountability Systems

    How the next ESEA Reauthorization Can Improve Federal Accountability Requirements 

    The Every Student Succeeds Act (ESSA), which is the current reauthorization of the Elementary and Secondary Education Act (ESEA), contains federal accountability requirements wherein all states must create an accountability system for identifying schools for support on the basis of a collection of indicators, with the majority of weight given to statewide achievement tests scores. ESSA refers to this requirement as “Annual Meaningful Differentiation” and prescribes the aggregation of information across accountability indicators.

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    formative assessment Assessment Literacy Classroom Assessment Supporting Instruction Assessment Use of Assessment Results

    Classroom Assessment Literacy is Needed Now More Than Ever

    Leveraging a Formative Assessment Approach to Inform Student Learning Progress and Teaching Practices in a Post-Pandemic Education Environment

    The pandemic has surfaced disparities among students with respect to equitable educational access, opportunities, and outcomes in new ways. For example, simple differences in learning environments (e.g., remote, hybrid, in-person) likely result in considerable variation as to where students are starting and ending their learning journeys this year and into next year. This situation creates a heightened awareness of how important it is to collect meaningful information about student progress toward proficiency at the classroom level. Enter the need for classroom assessment literacy. 

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