A recent project to build professional learning communities that support teachers in formative assessment shows the importance of flexible leadership.
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How an idea from budget management can help school districts break the logjams they face when they try to get rid of unnecessary tests.
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Policies don’t implement themselves. Three key advisory groups can help states move from concept to classroom.
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A new report from the Center explores the challenges of assessing 21st century competencies and offers practical advice.
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Resisting our urge to add design layers to assessment and accountability systems—and subtracting instead—can produce better solutions.
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Two relatively easy changes in states’ assessment score reports can go a long way toward helping users understand the results.
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Key strategies from the world of accessibility offer helpful guidance in advancing equity in educational testing in K12 schools.
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States can create an accountability mix that right-sizes federal requirements and their own priorities, by blending or separating the two.
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ESSA is widely criticized, but our new survey shows that most assessment and accountability leaders favor few changes.
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Our annual conference asked an important question: How do we minimize the unintended negative consequences of assessment for individuals and systems?
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Understanding assessment and using it well should be the responsibility of the entire school community, not just its teachers.
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Few states evaluate their systems to see if they’re working well. We examined one state’s consistency in identifying the right schools for support.
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Two California school districts conducted reviews of their required assessments. In the second of a two-part series, we share what they learned.
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Two California school districts conducted reviews of their required assessments. In the first of a two-part series, we share what they learned.
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A debate has roiled for decades about using educational assessments for consequential decisions. We’ll dive into that debate at RILS 2024.
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The concept of “strategic abandonment” sheds light on the appropriate uses of commercial interim assessments. Instructional utility isn’t one of them.
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Shifting from an accountability mindset to reciprocal responsibility could transform the way schools, districts and states work toward improvement.
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Do school accountability systems support effective school improvement practices? If not, where is the system breaking down and how can we fix it?
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