A recent project to build professional learning communities that support teachers in formative assessment shows the importance of flexible leadership.
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How an idea from budget management can help school districts break the logjams they face when they try to get rid of unnecessary tests.
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We’ve got a great lineup of presentations at the National Conference on Student Assessment. Here’s a quick rundown.
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Scott Marion pays tribute to our co-founder, who’s retiring after 27 years.
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States must consider setting standards when they launch a new test, revise their content standards, or make other changes that could influence assessment comparability.
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Comparing the two most recent versions of The Standards for Educational and Psychological Testing shows the field’s changing conceptions of fairness.
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Test score data could be more useful if we built a constellation of supports and resources that helped users see their next steps.
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If accountability is to serve its purposes well, we need to imagine it as a necessary component of a broader system.
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Policies don’t implement themselves. Three key advisory groups can help states move from concept to classroom.
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We’ve got a fascinating lineup of presentations at the two big education research conferences, NCME and AERA. Here’s a quick rundown.
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Oprah has her list. We have ours. Check out the accessibility tools and innovations that Cara Laitusis loves.
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Equity is under attack. But equity is not a threat—it is fairness in action. It ensures that every student gets the support they need to succeed in school.
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At our conference, we’ll ask what it takes to implement balanced assessment systems and explore how tests can support or hinder teaching and learning.
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A new volume explores what we’ve learned about culturally responsive assessment and how we can build on it to serve students better.
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The cancellation of federal research contracts cuts states’ and districts’ access to good data. These five ideas help them preserve and use the data they have.
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Nearly all states use a measure of student growth in their accountability systems. But how should they choose a model? Our new paper provides guidance.
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Understanding comparability as a multifaceted problem—not a yes-or-no issue—can help states as they create innovative assessment systems.
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Agency—the ability to control one’s own thoughts, processes and actions—is a key skill for students to master. But assessing that mastery is challenging.
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