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

    Instruction Student learning Instructional Change Instructional Core Use of Assessment Results

    What Leads to Positive Changes in Student Learning?

    The Relationships Between Instructional Practices and the Instructional Core

    This is the third 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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    Opportunity to Learn Social Justice Student Equity Coherence Use of Assessment Results COVID-19 Response

    Considering Coherence in the Collection and Use of Opportunity-to-Learn Data

    Ensuring Equitable Learning Opportunities for all Students Requires Coordination Across the Education System

    This is the second 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. Dan Silver, from the University of Southern California, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores and better understand schooling conditions during and after the pandemic.

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    Educational Assessment Student Equity Curriculum Curriculum-Embedded Assessment Classroom Assessment Assessment COVID-19 Response

    It’s Déjà vu All Over Again

    Assessment Recommendations to Support Learning Acceleration in School Year 2021-2022 

    I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, didn’t we already do that?” When my pandemic-induced time fog finally cleared enough, I remembered that we produced a comprehensive set of recommendations with Rebecca Kockler and our colleagues at CCSSO for assessment in fall 2020.

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    Opportunity to Learn Social Justice Student Equity Accountability COVID-19 Response

    A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

    Making the Meaning of Opportunity More Socioculturally Sustainable, Inclusive, and Action-Oriented

    This is the first 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.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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    grading Student Equity score scales performance descriptors Use of Assessment Results Accountability

    Making a Bad Situation Worse

    Poor Grading Practices Lead to Negative Consequences

    The recent controversy over the awarding of the valedictorian and salutatorian at West Point High School in Mississippi highlighted long-documented problems with grading practices. In case you missed it, you can read accounts of the story here and here.

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    Accountability COVID-19 School Disruption ESSA COVID-19 Response

    Rebuilding School Accountability One Step at a Time

    The Process of Restarting Accountability Systems Will be Incremental, Not Immediate 

    As the COVID-19 pandemic continues to subside in the United States, it may be reasonable to expect some education activities to resume with relatively little delay or difficulty. But the impact to other aspects of the education system is likely more extensive, requiring a period of rebuilding before complete resumption. Such is the case with rebuilding school accountability systems statewide.  

    Why School Accountability Activities Will Resume Incrementally Rather Than Immediately  

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    RILS Innovative Assessment Design Thinking Innovation Center Updates Innovative Assessment

    Putting Design First in Assessment System Design

    Introducing the 2021 Reidy Interactive Lecture Series: Design Innovation in Educational Assessment Systems

    Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides a unique opportunity for a diverse group of participants to step back and discuss timely and important topics in assessment and accountability. For RILS 2021 we will gather to consider how states can employ lessons from design thinking as they attempt to create innovative assessment system design.

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    Center Updates Assessment Accountability

    Spring 2021 Conference Season: The Sequel

    Center Participation at the NCME and CCSSO NCSA Virtual Conferences

    We welcomed the Spring 2021 conference season with Center participation in national and regional conferences that occurred virtually in April. 

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    Covid-19 Disruptions Opportunity to Learn game-based assessment classroom performance assessment Instruction Center Updates Assessment

    2021 Summer Internships: The Future Is Now

    Center Staff and Interns Look Toward the Future of Educational Assessment and Accountability

    As it appears the country is finally turning the corner on the pandemic, we are excited at the prospect of doffing our masks, rolling up our sleeves, and focusing on the future of educational assessment and accountability through our 2021 summer internship program.

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    Assessment Literacy Pre-service Education formative assessment Teaching Assessment Use of Assessment Results

    Supporting Teacher Assessment Literacy Through Pre-service Education and the Early Years of Teaching

    Challenges and Approaches to Guide New Teachers in the Wake of COVID-19 School Disruptions 

    This fall, a batch of fresh new teachers, eager and anxious to start their careers, will enter into a context where interruptions in formal schooling across two school years have caused substantially different learning experiences for the students in their class. These teachers will be tasked with implementing strategies to identify initial student understandings and then support and monitor progress in learning. Supporting the assessment literacy of teachers through pre-service education and their early years of teaching is more important than ever. 

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