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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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State Testing Educational Assessment School Disruption Assessment COVID-19 Response

Focus, Fix, Fit: Understanding the Meaning of 2021 Test Scores

Finding a Path Forward with Existing Tools and Procedures

To answer the question of what 2021 test scores will mean, I start by acknowledging that the interpretation of assessment results is always a process of reasoning from evidence, with some level of uncertainty. As with all things COVID, we expect to have more uncertainty this year, but we still have the tools to examine just how uncertain we are about the meaning of test scores in 2021.

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formative assessment school disruptions Remote Learning COVID-19 Response Assessment

Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

Combining Good Pedagogy and Technology to Conduct Assessment Informs Future Instruction

In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.

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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 disruptions State Testing Fall Assessment Assessment COVID-19 Response

Reflections From a Decade of Fall Testing

Compelling Reasons to Think Twice Before Moving 2021 Spring State Testing to the Fall

When spring state testing was abruptly canceled last year, one of the first options considered briefly was administering the Spring 2020 state tests in the fall – when it was expected that students and teachers would have returned to their classrooms – and life would be back to normal. One year later, we are facing the same consideration. 

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Educational Assessment Remote Testing comparability school disruptions Assessment COVID-19 Response

One-Sided “Advice” on Remote Test Administration Isn’t Fair to States

Acknowledging the Lack of Evidence that Remote Testing Can Measure Up to In-Person Testing

A recent article in Forbes Magazine by Jim Cowen painted an irresponsibly rosy picture of remote test administration. The two organizations that coordinated the interviews on which the article was based, The Collaborative for Student Success and EducationCounsel, have been unabashed in their advocacy for returning to state summative testing in spring 2021.

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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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SEL Holistic Assessment Student Equity Educational Assessment Assessment

The Center is Getting Emotional about Assessment

Part 3: How Districts Can Use Assessment to Support Social and Emotional Learning

This is the third in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support social and emotional learning in responsible and useful ways through assessment.

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Self-directed learning SEL Educational Assessment Balanced Assessment Systems Assessment

The Center is Getting Emotional about Assessment

Part 1: Making the Case for Social and Emotional Learning Assessment

This is the first in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

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School Disruption Remote Testing comparability Validity COVID-19 Response Assessment

Test Score Meaning Under Remote Test Administration

Part 2: Mode or Accommodation? A Framework for Thinking about Remote Administration

This is the second in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. In the first post, Michelle Boyer and Leslie Keng laid out the reasons why states should be concerned about the effect of remote testing on the comparability of score meaning. In the third post in this series, we will discuss specific challenges to score interpretations for remotely-administered tests.  

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