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.
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Reframing Accountability: Build Closer Connections Between School Identification and School Improvement
States can better support school improvement by building stronger connections between accountability design and school improvement.
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How We Talk About Results of Assessment and Accountability Systems
States can use reporting from annual assessment and accountability systems as flashlights, not hammers. But to do that, they need to start planning. Now.
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Slow the Flow of Your RFPs
Advancing educational assessment, like through-year assessment programs, can be supported by changes to the RFP process.
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Diagnostic Measurement for K-12 Education
André Rupp provides answers to frequently asked questions about four aspects of diagnostic classification models in K-12 education.
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Guidance for Addressing N-Size in School Accountability and Reporting Systems
Decisions regarding the minimum n-size for accountability indicators can make a big difference in the design and implementation of school accountability systems.
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Student Growth Measures for Accountability: No, You Don’t Need a Vertical Scale
Student growth measures for accountability do not require a vertical scale and, in fact, may be hampered by one.
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Accountability Systems Must Offer More Than School Grades
School accountability systems encompass more than what is reflected in school grading systems, which can skew how school quality is seen.
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Using Formative and Large-Scale Assessment as Part of a Comprehensive Recovery System
It’s time to focus on the role of formative and large-scale assessment in student learning recovery efforts.
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Reflecting on Lessons Learned in Assessment and Accountability in Education in 2022
Scott Marion reflects on what we have learned after another year of recovery after COVID’s interruptions to assessment and accountability in education.
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A 10-Step Guide for Incorporating Program Evaluation in Education into the Design of Educational Interventions
We explain how to incorporate program evaluation in education after you have organized your program to connect it to your evaluation.
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Part 2: Measure Twice, Cut Once When Developing Large-Scale Assessments
How long is the test development timeline – that is, how long does it take to develop and deploy a large-scale assessment?…
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Part 1: Measure Twice, Cut Once When Developing Large-Scale Assessments
There is a tendency to cut corners in the test development process but these shortcuts can be risky.
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Can We Stop Obsessing About the Effects of Remote Instruction on Student Learning?
Let’s start talking about student learning recovery and stop focusing on the impact of remote instruction during the pandemic.
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The Pandemic has Changed the Accountability Landscape
We explore what a national survey tells us about the pandemic impact on accountability systems and how states can prepare for the future.
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Connecting Evaluation Principles to Improvement Science
Improvement science can address educational issues, but only with program evaluation can its efficacy in improving outcomes be measured.
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But How Do We Know It’s Working?
Program evaluation can demonstrate the desired outcomes of educational initiatives, programs, and other “things” are coming to fruition.
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Let’s Not Repeat the Past Mistakes in K-12 Reading Instruction and Assessment
There is a science behind reading instruction that must be followed to ensure reading comprehension goes beyond just the foundational skills.
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