4 Key Questions States Should Ask About College- and Career-Readiness
States must reconsider their content standards, assessments, and testing practices to keep up with two important trends in college- and career-readiness.
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Perfect Test Comparability Is a Sign of Failure
The federal innovative assessment pilot has hobbled the testing improvements it aimed to promote. We can change that by rethinking test comparability.
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Tension Between Educational Measurement and K-12 Assessment
There are striking disconnects in our work that can affect the impact our field can have on K-12 learning, educational measurement, and accountability.
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What Happens to Performance Assessment If We Use It for Accountability?
Those who promote using performance assessment for accountability may want to stop and consider exactly what they want to argue for.
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Face It: Tests Have Consequences
An assessment’s negative or positive consequences are just as important as other dimensions of assessment quality, and should be part of test validity evaluations.
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Ready or Not: AI is Changing Assessment and Accountability
Advances in artificial intelligence are transforming assessment and accountability. We explore the risks and opportunities of AI in 10 areas of K-12 work.
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It’s Time for an Innovative Accountability Pilot
Federal regulations limit states’ innovations in assessment. More substantial innovation can happen only with more flexibility in accountability.
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Through-Year Assessment: A Radical Renegotiation of the School Accountability Contract
Many states are considering replacing their year-end tests with through-year assessments. But this change would impact states’ implicit accountability contracts with schools.
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Through-Year Assessment: Are We Asking Too Much?
The Center’s latest paper provides sound advice for the states exploring through-year assessment right now, cautioning that this approach comes with serious challenges and tradeoffs.
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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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