What We’re Up To: Center Presentations at NCME and AERA
Our associates are giving many fascinating presentations at the assessment field’s two big spring conferences, NCME and AERA. Here’s a quick rundown.
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A New Framework for Universal Design of Assessment Systems
Existing frameworks for universal design aren’t quite right for educational assessment, so we teamed up and designed a new one.
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Innovative Assessments: A Plea for Clarity and Humility
Before launching a project to build an “innovative” assessment for education, it’s wise to define what you want to move toward—and away from.
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Peer Review: Can Emerging Programs Meet the Requirements?
Through-year and other novel test designs face challenges in peer review. Three changes by the U.S. Department of Education could improve the process.
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Assessment Guidance for Portraits of Learners
An exploration of key considerations, and a framework, for exhibitions of learning.
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Issues That Loom Large for K-12 Assessment and Accountability:
2023 was a busy year for assessment and accountability. Scott Marion recaps the year’s key issues and looks ahead to questions that loom large for 2024.
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Federal Innovative Assessment Pilot: Now Open to All States
In a bid to jump-start the program, USED expands the IADA. Nearly $22 million is potentially available to support work on new state assessments.
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Data, Data, Everywhere. Why So Hard to Use?
States have an abundance of education data. But to use it well, states need good data management practices.
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Towards Coherence in Assessment Systems
As the pandemic ends, different types of tests tell different stories about student achievement. Key shifts in thinking and action can build more coherence.
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How to Choose Local Assessments
Choosing local assessments can be tricky. A new guide walks district leaders through the questions they should ask and the evidence they should request.
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What Happens to Performance Assessment If We Use It for Accountability?
Those who promote using performance assessment for accountability may want to stop and consider exactly what they want to argue for.
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Through-Year Assessment: Are We Asking Too Much?
The Center’s latest paper provides sound advice for the states exploring through-year assessment right now, cautioning that this approach comes with serious challenges and tradeoffs.
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Using Formative and Large-Scale Assessment as Part of a Comprehensive Recovery System
It’s time to focus on the role of formative and large-scale assessment in student learning recovery efforts.
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A 10-Step Guide for Incorporating Program Evaluation in Education into the Design of Educational Interventions
We explain how to incorporate program evaluation in education after you have organized your program to connect it to your evaluation.
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Connecting Evaluation Principles to Improvement Science
Improvement science can address educational issues, but only with program evaluation can its efficacy in improving outcomes be measured.
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But How Do We Know It’s Working?
Program evaluation can demonstrate the desired outcomes of educational initiatives, programs, and other “things” are coming to fruition.
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Is there a Recipe for Balanced Assessment Systems?
We explore what balanced assessment systems are and whether interim assessments are a requirement for them to work.
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Can a State Test Inform Instruction?
Using a state test to inform instruction is possible, but has limitations that educators and other stakeholders need to understand.
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