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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Selecting the Right Assessments to Monitor School Recovery from the Pandemic
Your assessment selection can ensure you can monitor recovery efforts and confirm evidence of learning progress following the pandemic.
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Finding the Right Mix
Adapting Toolkits to Support Assessment System Audits Many local and state education agencies strive to develop assessment systems that can be considered “balanced” along a variety of design dimen…
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All I Wanted for Christmas Was a Through Year Assessment System that Promotes Deeper Learning
A Focus on Creativity In my recent post, I promised to reveal the type of through year assessment design I’d like to see.
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Collaboratively Learning About Through Year Assessments
It Will Take a Village to Fulfill the Opportunities of Through Year Assessment Systems “Through year” or “through course” assessment systems are rapidly proliferating as an alternative to the …
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Using Assessment to Support Learning Acceleration: It Takes a System!
A First-Hand Account of Responding to Student Needs With Learning Acceleration The Oklahoma State Department of Education’s (OSDE) highest priority is keeping students and staff safe so that we can …
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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.
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Enhancing the Impact of Performance Assessments on Instruction
A Research-Based Framework Monitoring the Use of Performance Assessments to Promote Positive Instructional Change This is the fourth post by one of our 2021 summer interns based on their pro…
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Putting Design First in Assessment System Design: Introducing the 2021 Reidy Interactive Lecture Series
Design Innovation in Educational Assessment Systems Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides a unique opportunity for a diverse group of participants to step bac…
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Educating Pablo: A Play About Through Course Assessment Systems
Dissecting the Conundrum of Testing Throughout the Year or Once at the End in a Conversation Between Teacher and Student Various states have advanced through course assessment proposals, in which stat…
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It Might Just be a Pile of Bricks!
The Challenges of Creating Balanced Assessment Systems “…a collection of assessments does not entail a system any more than a pile of bricks entails a house.” Coladarci (2002).
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