Back
CenterLine

Brian Gong

Educational Assessment Summative Classroom Assessment Remote Learning Assessment COVID-19 Response

Part 2: A Deep Dive into Summative Classroom Assessment in a Remote or Hybrid Learning Environment

What’s the Same and What’s Different about Classroom Assessment in 2020-2021? 

Those responsible for summative classroom assessment in 2020-2021 face a number of daunting challenges, not the least of which is that the definition of “classroom” is wide and varied. 

read more

Educational Assessment formative assessment Remote Learning Assessment COVID-19 Response

Part 1: A Deep Dive into Formative Assessment in a Remote or Hybrid Learning Environment

What’s the Same and What’s Different about Classroom Assessment in 2020-2021? 

As school restarts this fall, many teachers and students are facing different learning environments than the typical back-to-school realities – including when it comes to formative classroom assessment. 

COVID has reshaped teaching and learning in ways that could make a teacher or other educational leader wonder—what’s the same and what’s different about classroom assessment in a remote or hybrid learning environment

read more

Educational Assessment Validity Claims NGSS Assessment Use of Assessment Results

Recommendations to Support the Validity of Claims in NGSS Assessment - Part 2

Part 2: A New Framework for Organizing and Evaluating Claims

This is the second in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Sandy Student, from the University of Colorado Boulder, and Brian Gong get things started with a two-part series describing their work analyzing the validity arguments for states’ large-scale Next Generation Science Standards (NGSS) assessments.

read more

Educational Assessment Validity Claims NGSS Assessment Use of Assessment Results

Recommendations to Support the Validity of Claims in NGSS Assessment

Part 1: Designing Assessments to Support Claims

Once again this year, we are pleased to share posts on CenterLine by our summer interns and their mentors. These posts are based on the project they undertook and the assessment and accountability issues they addressed this summer.

read more

Educational Assessment Validity Reliability Fairness

2020 Summer Internships: A Little More Certainty in an Uncertain Future

Center Staff and Interns Will Address Pressing Issues in Educational Assessment and Accountability

Although so much about the future seems uncertain, we are excited this month to bring a little normalcy into our world by addressing key questions and challenges in educational assessment and accountability through our 2020 summer internship program. This summer, the Center welcomes four advanced doctoral students who will work with the Center’s professionals on projects that will have direct implications for state and national educational policy. Each intern will work with a Center mentor on one major project throughout the summer.

read more

Center Updates

Preparing the Future with 2019 Summer Internships

Center Staff and Interns Will Address Key Issues in Assessment and Accountability

While Center staff and 2018 summer interns share their work at the NCME conference, planning is well underway for our 2019 summer internship program.  This summer, the Center will welcome six advanced doctoral students who will work with the Center’s professionals on projects with direct implications for state and national educational policy. Each intern will work with a Center mentor on one major project throughout the summer.

read more

The Burden of Proof: A Call for Validation Plans and Evidence in Educational Programs

Why Evaluation of Educational System Designs is Critical to Measuring Effectiveness and Results

Educational policy makers, program designers, and intervention developers typically identify a problem and propose a solution to that problem. Likely, they have a lot of experience and expertise that informs the design of the solution to that problem–but how do they know the assessment design achieved the intended outcomes? 

When it comes to educational assessment systems, we should be asking ourselves two key questions: 

read more