Brian Gong most enjoys helping states and other educational entities solve complex, challenging problems of assessment and accountability design and implementation, bringing together policy/values, educational, technical, and operational expertise. Brian has helped develop solutions including educationally valuable and technically defensible state accountability systems and innovative assessments (e.g., science performance, writing portfolio, learning progressions, growth, non-cognitive, comprehensive assessment systems).
State Testing Educational Assessment Through Year Assessment Assessment
An Exploration of Feasibility for a Through Year Assessment System
Brian Gong March 3, 2021
In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative evidence and instructionally-useful evidence intended to improve student learning within the year.
State Testing Educational Assessment Through Year Assessment Assessment
An Assessment Cannot Both Portray Summative Student Performance and Purport to be Used to Improve Student Performance in the Short-Term
Brian Gong February 23, 2021
There has been a buzz that “through year” or “through course” assessment represents a better way for states to assess than today’s pervasive end of the year summative assessment. However, no through year assessment has yet been implemented statewide with results acknowledged as acceptable for use comparable to end of year summative assessment scores.
Why Has it Been so Difficult to Get a Viable Through Year Assessment?
Educational Assessment comparability Validity
Brian Gong Leslie Keng August 26, 2020
Fall Assessment Appropriate Assessment Fall Placement Student learning Education Assessment Accountability Remedial
How Selecting the Appropriate Assessment Can Help Inform Instruction This Fall
Brian Gong May 6, 2020
Schools have dismissed students to enforce social distancing and have implemented remote learning for the rest of the 2019-20 school year. Learning has probably been more uneven than usual across students, classrooms, grades, schools, districts, and even states, which presents challenges for instructional planning, including planning for fall educational assessment. Selecting an appropriate assessment to inform instruction requires understanding what information you need, and what information the assessment provides
ESSA State Assessment School Disruption COVID-19 Response Assessment Accountability
States Need to Deal with the Present, Plan for the Future
Brian Gong Scott Marion Chris Domaleski April 16, 2020
In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting in students schooling from home, which interrupted state assessment schedules in every state.
Canceling state assessments and local schooling have implications for several other state policies and programs, ranging from federal school accountability designations to determining how students could earn credits and graduate.
next-generation assessment Educational Assessment Validity Accountability
Part 3: Changes to the Current Accountability Model That May Fundamentally Reshape Educational Assessment and Accountability
Brian Gong April 2, 2020
This is the final installment in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past.
Educational Assessment next-generation assessment Validity Assessment
Part 2: The Role of Education Theory, Public Support, and Political Policy in Shaping the Next Dominant Pattern in State Assessment and Accountability
Brian Gong February 27, 2020
This is the second in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past.
Part 1: What Will Be the Next Dominant Pattern in State Assessment and Accountability, and What Might Cause It?
Brian Gong February 19, 2020
This is the first in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past. In this post, I look at the role played by emerging operational capacities and the desire for efficiency – specifically computer-based assessment.
RILS Interim Assessment Use of Assessment Results Education Policy
The Importance of Ensuring that an Assessment is Designed to Support its Intended Uses
Brian Gong October 2, 2019
Assessments are the most powerful and useful when designed intentionally for particular purposes – especially when it comes to interim assessments.
The Lack of Consistency in Accountability Results Across the Country Provokes This Fundamental Question
Brian Gong February 7, 2019
States will soon publish (or have already published) the first results of their federally-mandated accountability systems.
