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Charlie DePascale

Making the Most of the Summative State Assessment

How We Can Generate Actionable Student-Level Information from the Summative State Assessment While Honoring Their Design

This post is based on an invited presentation Charlie DePascale made at the nineteenth annual Maryland Assessment Research Center (MARC) conference at the University of Maryland on November 8, 2019.

“Our teachers are thrilled that the new summative state assessment is so much shorter. Now, what additional student scores can we report from it to help them improve instruction?”

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Innovative Assessment ESSA IADA State Assessment

The Reality of Innovation in Educational Assessment

Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like

This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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Innovative Assessment ESSA IADA State Assessment

The Reality Faced by Innovators of Educational Assessments

Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like?

The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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Assessment Accountability Education Policy

Discussing What Matters at the National Conference on Student Assessment

The Latest Insights, Innovations, and Ongoing Inquiries in Assessment and Accountability from the Center Team and Our Partners

Each June, the Center team and our partners gather with others around the country for the Council of Chief State School Officers’ (CCSSO) National Conference on Student Assessment to share our work on K-12 assessment and accountability matters. 

CCSSO has said about this year’s upcoming event, “the goal of the 2019 conference is to give states a forum to share the best practices, strategies, research studies, resources, and innovative methods when measuring student learning and holding districts and schools accountable for educational progress.” 

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Assessment Education Policy Common Core Balanced Assessment Systems

An Unfinished Track to College and Career Readiness

How we can use state assessment effectively to support a K-12 path that leads to postsecondary success

Between 2008 and 2010, I made regular trips to Washington, DC through Dulles Airport, working on projects related to the development of the Common Core State Standards and the creation of the Partnership for the Assessment of Readiness for College and Careers (PARCC) consortium. As I rode an airport shuttle or Metrobus to and from Dulles, I would watch the crews grading and preparing the track bed for the Silver Line Metro train that would finally connect Dulles with the rest of the DC Metro system.  

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Assessment Innovative Assessment

Conference Season is Upon Us

Center Associates Prepare for the NCME and AERA Annual Meetings in Toronto

Warmer days, daffodils in bloom, and birds singing can only mean one thing besides the beginning of spring. It’s also the beginning of another busy conference season–and Center associates are hard at work fine-tuning their presentations.

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Alignment Turns 25 This Year–So Now We Ask, What Are its Prospects?

The Road from Defining and Measuring Alignment to Effectively Using it in the Design of Assessments and Assessment Systems

Alignment turns 25 this year. Happy Birthday, Alignment! Alignment burst onto the K-12 assessment landscape with the Improving America’s Schools Act (IASA) – the 1994 reauthorization of ESEA. Among other Title 1 requirements, IASA required states to develop “assessments aligned to challenging content and performance standards.”  

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Federal, State, and Local School Accountability

The Ways in Which Each Group Plays a Part in Improving Student Learning

Over the last two decades, the focus of school accountability has shifted from schools and districts to state accountability systems developed to meet federal requirements.  

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Assessment

It’s Been 20 Years. What Have We Learned?

Key Takeaways from the Reidy Interactive Lecture Series in its 20th Year

Asking what we have learned is a fitting question with which to begin the twentieth convening of the Reidy Interactive Lecture Series. From its start, the philosophy of the Center for Assessment has been that we gain so much more from asking talented and committed professionals to reflect with us on that question than from simply standing in front of them and telling them what we have learned.

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Assessment

Data in Schools­–Understanding What it is, How it’s Used, and How We Can Improve

An Assessment of the Primary Challenges of Using Data in Educational Decision-Making

Discussions of data use in schools often lead to two commonly heard refrains:  

  1. “Educators are drowning in an ocean of data”
  2. “Schools are a data desert”

When a situation is characterized by such polar opposite viewpoints, it is a signal that there are fundamental challenges that must be understood and overcome. In this case, if there are data in schools, why aren’t those data being used effectively (or at all) by teachers to support their instructional decision-making? What are the challenges?

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