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Assessment Balanced Assessment Systems Assessment systems

Do Interim Assessments Have A Role in Balanced Systems of Assessment?

Evaluating Interim Assessments Against the Criteria for Balanced Assessment Systems

Interim assessments may have a role in balanced assessment systems, but that role is not conferred by title. It is conferred by logic and evidence tied to particular purposes and uses. 

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State Assessment Assessment systems Education Policy

The Importance of Educational Assessment Policy in Shaping High-Quality State Assessments

Recommendations for Good Practices in Developing and Codifying State Assessment Policy

This is the fourth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Zachary Feldberg, from the University of Georgia, worked with Scott Marion on a systematic review of states’ large-scale educational assessment policies.

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Assessment systems Reporting Use of Assessment Results

Improving Equity: What Makes Accountability Indicators Meaningful? 

Ensure You’re Receiving Valuable Information Necessary to Support Student Equity and Improvement  

This is the third in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer; and it is the second post by Nikole Gregg. Nikole is from James Madison University and worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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Assessment systems ESSA Reporting Use of Assessment Results

Improving Equity: Understanding State Identification Systems under ESSA

Creating a Framework to Help Describe Differences in How States Identify Schools for Support and Improvement

This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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ESSA Educational Assessment Assessment systems

An Education Innovator’s Dilemma

The Challenge in Trying to Be Innovative Under ESSA’s Innovative Assessment Demonstration Authority

I was an early supporter and promoter of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA), but I now have serious doubts about the viability of the IADA and its ability to support deep and meaningful educational reform.

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Use of Assessment Results Assessment Assessment systems

Considering Interim Assessments and Summative Information

Providing Flexibility to Schools and Districts while meeting ESSA Assessment Requirements

Getting the most out of any investment is common sense, and a sensical goal. In terms of school districts and states, these entities often make substantial investments into interim assessments with the aim of supporting classroom instruction and district decision making.

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Assessment systems

Rethinking Accountability for Alternative High Schools 

The Problems with Applying Traditional Performance Ratings to Alternative Schools 

Alternative high schools serve a vital role in improving outcomes for students, particularly for those students who are most at risk. 

While there isn’t a uniform definition for “alternative,” the term typically describes a school that primarily serves students who have not been successful in a traditional environment. Alternative high schools often receive students with cumulative academic deficits and take on the vital work of helping students prepare for opportunities after high school. 

 

How Effective are Alternative High Schools?

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Assessment Assessment systems

How RILS Helps Define a Path Forward for Educational Assessment and Accountability

A Vision for More Effective Practices in the Future

This post is one of several recapping the Reidy Interactive Lecture Series (RILS), which the Center for Assessment held on September 27-28, 2018. This event marked the Center’s 20th anniversary, and we took advantage of the milestone to reflect on the past and look ahead to the future. In particular, we wanted to take an honest look at what we’ve learned over the years and leverage these lessons to create a vision for more effective assessment and accountability practices in the future.

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Assessment Assessment systems Local Assesment

A Tricky Balance: The Challenges and Opportunities of Balanced Systems of Assessment

The seminal publication, Knowing What Students Know: The Science and Design of Educational Assessment (NRC, 2001), crystalised the call for balanced systems of assessment. Yet almost 20 years have passed and there are very few examples of well-functioning systems, particularly systems that incorporate state summative tests.  Why? In spite of recent efforts to articulate principles of assessment systems, creating balanced assessment systems is really hard!  

 

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