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Brian Gong

State Testing Educational Assessment Through Year Assessment Assessment

Could Two Through Year Assessment Designs Provide Both Summative and Instructional Information?

An Exploration of Feasibility for a Through Year Assessment System

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.

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State Testing Educational Assessment Through Year Assessment Assessment

Why Has it Been So Difficult to Develop a Viable Through Year Assessment?

An Assessment Cannot Both Portray Summative Student Performance and Purport to be Used to Improve Student Performance in the Short-Term

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?

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Educational Assessment comparability Validity

Comparability of Scores on the Same Test

In 2018, the Center was honored to be invited by the National Academy of Education to contribute two chapters to the book Comparability of Large-Scale Educational Assessments, which was released earlier this year. The Center’s chapters addressed the foundational issues surrounding the comparability of individual and aggregate group scores when students ostensibly take the same test.

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Fall Assessment Appropriate Assessment Fall Placement Student learning Education Assessment Accountability Remedial

Fall Educational Assessment: The Information You Need and How to Get It

How Selecting the Appropriate Assessment Can Help Inform Instruction This Fall

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

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ESSA State Assessment School Disruption COVID-19 Response Assessment Accountability

Dealing with Fallout from COVID-19 School Disruptions: What to do Next in Assessment and Accountability?

States Need to Deal with the Present, Plan for the Future

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.

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next-generation assessment Educational Assessment Validity Accountability

The Next Generation of State Assessment and Accountability

Part 3: Changes to the Current Accountability Model That May Fundamentally Reshape Educational Assessment and Accountability

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. 

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Educational Assessment next-generation assessment Validity Assessment

Sizing Up the Next Generation of Large-Scale State Assessment and Accountability

Part 2: The Role of Education Theory, Public Support, and Political Policy in Shaping the Next Dominant Pattern in State Assessment and Accountability  

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.

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The Next Generation of State Assessment and Accountability has Already Started

Part 1: What Will Be the Next Dominant Pattern in State Assessment and Accountability, and What Might Cause It?  

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.  

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RILS Interim Assessment Use of Assessment Results Education Policy

Matching Instructional Uses with Interim Assessment Designs

The Importance of Ensuring that an Assessment is Designed to Support its Intended Uses

Assessments are the most powerful and useful when designed intentionally for particular purposes – especially when it comes to interim assessments.  

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What’s Next in State Accountability?

The Lack of Consistency in Accountability Results Across the Country Provokes  This Fundamental Question

States will soon publish (or have already published) the first results of their federally-mandated accountability systems. 

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