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Accountability

Competency-based Assessment Accountability

Part 2: What Do I Need to Know About Competency-Based Grading?

Getting Beyond the Hype--Potential Problems with Competency-Based Grading

This post is Part 2 of a three-part series on competency-based grading. Part 1 described the key similarities and differences between traditional, standards-based, and competency-based grading practices. 

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Assessment Accountability

Beyond Faster and Cheaper, Could Automated Scoring Produce Better Scores?

Using Advances in Technology to Improve the Quality of Educational Assessment

Earlier this month, the Center for Assessment held its 15th annual colloquium, the first named in honor of Center co-founder, Brian Gong. The Brian Gong Colloquium is a two-day meeting arranged by the Center for Assessment to discuss select topics of importance in testing and accountability with recognized experts. 

The 2019 meeting focused on the present and future use of learning analytics, machine learning, and artificial intelligence in educational assessment, and highlighted topics including:

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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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Accountability Assessment Education Policy

Understanding Nominal and Effective Weights in School Accountability Systems

Weights Assigned to Indicators May Not Reflect Their Actual Contribution to Final Scores

States give a lot of weight to the weights given to the indicators in their accountability systems. Decisions such as whether Achievement and Growth should count equally, and how much impact the School Quality and School Success indicator should have on a school’s final rating, can be quite difficult to make–and even more difficult to communicate effectively to local educators and other stakeholders. All too often, however, the weights states assign to indicators don't reflect the actual influence each indicator has on a school’s composite score and accountability rating.

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Assessment State Assessment Education Policy Accountability stability

Don’t Go Changing: The Importance of Stability in State Assessment and Accountability Systems

Frequent Changes to State Assessment Systems Place Educational Improvement on Shaky Ground.

“We just administered our third assessment in the past five years.” 

“That’s nothing; we’re on our fifth assessment in the past four years.” 

I wish these were fictional statements, but as one of the coordinators of a working group of state assessment leaders, I regularly hear stories like these from many of our 40+ state participants. 

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Accountability

Designing a Coherent System of Accountability Across ESSA and Perkins V

How Considering ESSA and Perkins V as Complementary Parts of a Larger Accountability System Can Help States be Better Aligned with Both

For the last several years, I have been working with several states developing accountability systems. These systems must meet the federal requirements outlined in the Every Student Succeeds Act (ESSA), comply with the requests and priorities defined by stakeholders, and align with the state’s vision for increasing college and career readiness for all students. In fact, the increased attention to career and college readiness is a common high point among states’ ESSA plans. 

 

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Accountability Standard Setting

When it Comes to School Ratings, Meaning Matters

What’s in a Grade, Anyway?

Letter grades are a popular way to describe performance. I’m referring to those same letter grades you received in school - A to F.  We all know that the coveted A is “superb,” and an F warns that performance is completely deficient. What’s a C?  Perhaps it is used to communicate “good enough” (but not great), or possibly it means “average.” Should we worry that those are often two different things?  

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Accountability

The Need for Program Evaluation to Support Accountability Implementation

Even the best designs still have a burden of proof.

Accountability systems are supposed to incentivize behavior that promotes equity in educational opportunity and leads to positive student outcomes. But how do we really know? Even the best designs still have a burden of proof. Applying program evaluation principles that use school identification are powerful tools to examine accountability's impact, usefulness, and relevance. Program evaluation facilitates the collection, use, and interpretation of the right information to improve or understand a system or its impact. 

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Accountability Alternative Schools Reporting

maaps Project Update: Providing a comprehensive picture of school quality and success

A comprehensive picture of school quality and success

Over the past year and a half I have had the pleasure of working with the Massachusetts Association of 766 Approved Private Schools (maaps). The 85 maaps schools serve a highly individually diverse population of students with special needs. Students are typically placed in a maaps school by their home public school district due to the severity of their needs.

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