
What’s in a Name? The Challenge of Testing Terminology
We use a lot of assessment names—formative, interim, benchmark—without agreeing on their meaning and use. The cost? Public understanding and student learning.
Read MoreWe use a lot of assessment names—formative, interim, benchmark—without agreeing on their meaning and use. The cost? Public understanding and student learning.
Read MoreStates can better support school improvement by building stronger connections between accountability design and school improvement.
Read MoreStates can use reporting from annual assessment and accountability systems as flashlights, not hammers. But to do that, they need to start planning. Now.
Read MoreAdvancing educational assessment, like through-year assessment programs, can be supported by changes to the RFP process.
Read MoreAndré Rupp provides answers to frequently asked questions about four aspects of diagnostic classification models in K-12 education.
Read MoreDecisions regarding the minimum n-size for accountability indicators can make a big difference in the design and implementation of school accountability systems.
Read MoreStudent growth measures for accountability do not require a vertical scale and, in fact, may be hampered by one.
Read MoreSchool accountability systems encompass more than what is reflected in school grading systems, which can skew how school quality is seen.
Read MoreIt’s time to focus on the role of formative and large-scale assessment in student learning recovery efforts.
Read MoreScott Marion reflects on what we have learned after another year of recovery after COVID’s interruptions to assessment and accountability in education.
Read MoreWe explain how to incorporate program evaluation in education after you have organized your program to connect it to your evaluation.
Read MoreHow long is the test development timeline – that is, how long does it take to develop and deploy a large-scale assessment?…
Read MoreThere is a tendency to cut corners in the test development process but these shortcuts can be risky.
Read MoreLet’s start talking about student learning recovery and stop focusing on the impact of remote instruction during the pandemic.
Read MoreWe explore what a national survey tells us about the pandemic impact on accountability systems and how states can prepare for the future.
Read MoreImprovement science can address educational issues, but only with program evaluation can its efficacy in improving outcomes be measured.
Read MoreProgram evaluation can demonstrate the desired outcomes of educational initiatives, programs, and other “things” are coming to fruition.
Read MoreThere is a science behind reading instruction that must be followed to ensure reading comprehension goes beyond just the foundational skills.
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