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educational accountability Performance Profile Missing Data Covid-19 Disruptions Accountability

Addressing the Accountability Challenge of Missing Data With A Performance Profile

Consider a Different Way to Put The Pieces Together

In a previous post I discussed the challenges of rebuilding accountability systems developed for the Every Student Succeeds Act (ESSA) in 2021-2022. Prominent among these challenges is missing data due to multiple years of pandemic-related disruptions. What are the best alternatives to solve this problem? In this post I’ll suggest a tool, the performance profile, that may help address the issue of partially missing data.   

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Through Year Assessment State Testing Validity Accountability Innovative Assessment Assessment

Trying to Serve Multiple Uses with Through Year Assessments

Assumptions, Claims, and the Evidence Needed to Support Them

Assumptions lead to claims about the types of inferences and uses that an assessment system is intended to support. Strong assumptions require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

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Opportunity to Learn Social Justice Student Equity Accountability COVID-19 Response

A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

Making the Meaning of Opportunity More Socioculturally Sustainable, Inclusive, and Action-Oriented

This is the first post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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grading Student Equity score scales performance descriptors Use of Assessment Results Accountability

Making a Bad Situation Worse

Poor Grading Practices Lead to Negative Consequences

The recent controversy over the awarding of the valedictorian and salutatorian at West Point High School in Mississippi highlighted long-documented problems with grading practices. In case you missed it, you can read accounts of the story here and here.

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Accountability COVID-19 School Disruption ESSA COVID-19 Response

Rebuilding School Accountability One Step at a Time

The Process of Restarting Accountability Systems Will be Incremental, Not Immediate 

As the COVID-19 pandemic continues to subside in the United States, it may be reasonable to expect some education activities to resume with relatively little delay or difficulty. But the impact to other aspects of the education system is likely more extensive, requiring a period of rebuilding before complete resumption. Such is the case with rebuilding school accountability systems statewide.  

Why School Accountability Activities Will Resume Incrementally Rather Than Immediately  

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Center Updates Assessment Accountability

Spring 2021 Conference Season: The Sequel

Center Participation at the NCME and CCSSO NCSA Virtual Conferences

We welcomed the Spring 2021 conference season with Center participation in national and regional conferences that occurred virtually in April. 

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Accountability ESSA Student Equity School Quality ESEA Reauthorization

Letting Go of Labels in School Accountability Systems

How the next ESEA Reauthorization Can Improve Federal Accountability Requirements 

The Every Student Succeeds Act (ESSA), which is the current reauthorization of the Elementary and Secondary Education Act (ESEA), contains federal accountability requirements wherein all states must create an accountability system for identifying schools for support on the basis of a collection of indicators, with the majority of weight given to statewide achievement tests scores. ESSA refers to this requirement as “Annual Meaningful Differentiation” and prescribes the aggregation of information across accountability indicators.

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Assessment Reform Educational Assessment Accountability Assessment Education Policy

Accountability as a Roadblock to Assessment Reform

Advocating for Changes to Federal Accountability Requirements to Enable Innovative Assessment

Many of us at the Center for Assessment have led assessment reform for decades, including such noteworthy programs as the Kentucky writing and math portfolios, Wyoming’s Body of Evidence System, and Rhode Island’s Proficiency-Based Graduation Requirements. Most recently, we have supported several state leaders in gaining approval for the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA) to design assessment systems that elevate teaching and learning.

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School Disruption State Testing Educational Assessment Reporting Test Results Accountability Use of Assessment Results COVID-19 Response

State Testing in 2021: Messaging Matters More than Ever 

How Can We Best Communicate Test Results Given the Challenges of Learning in a Pandemic?

Even as discussions continue about the merits of state testing in 2021, the reality is that many states will soon begin spring administration. Indeed, the U.S. Department of Education (ED) has not waived or relaxed the assessment requirements specified in the Every Student Succeed Act (ESSA). While some states have applied for testing waivers in 2021, at the time of writing, no waivers have been granted. Questions about whether or how to test must soon be overshadowed by questions like “How should we communicate the results?”

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Accountability Educational Assessment COVID-19 Response 2020 Assessment

Oh, What a Year!

Looking Back so We Can Look Forward: Assessment and Accountability Challenges During a Pandemic

Most people want to close the door on 2020 as quickly as possible. This year was hard and sad for so many people. My heart goes out to those who lost loved ones and/or were victims of a collapsing economy. I also recognize just how hard everyone in education from the classroom to the statehouse—including and especially parents—had to work this year, something I witnessed up close as a school board member. It was like a game of three-dimensional chess being played on ball bearings.

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