Reflecting on Lessons Learned in Assessment and Accountability in Education in 2022
Scott Marion reflects on what we have learned after another year of recovery after COVID’s interruptions to assessment and accountability in education.
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New NAEP Scores Don’t Support Political Arguments
The release of the 2022 NAEP scores gives us plenty to discuss as they reflect the devastating effects of COVID-19 on student achievement.
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Understanding Pandemic Impact and Addressing Recovery
Our 2022 Reidy Interactive Lecture Series focused on how we can better address the pandemic impact on student learning.
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Zero Tolerance for Zeroes
Misconceptions about grading exist because a 100-point grading scale doesn’t exist, argues Scott Marion in his latest post.
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Just Give Us a Little
One small change in Federal testing law could lead to significant improvements in state tests and the perception of state testing.
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Addressing the Problem with Problems
Part 2: How Can Education Agencies Construct Clear and Well-Defined Problem Statements? In Part 1 we addressed the problem with trying to rush forward with silver bullet solutions that gloss over clea…
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Addressing the Problem with Problems
Part 1: Searching for Solutions to the Challenges of Education Policy and Practice As H.L. Mencken stated, “For every complex problem there is an answer that is clear, simple, and wrong.
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Accountability Doesn’t Need to be Restarted. It Needs to be Revised!
Making the Case for a New Approach to Federal School Accountability The U.S.
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Charting a Course for School Accountability in 2022
Navigating Federal Requirements In the midst of the holiday season, the U.S.
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Assessing the Academic Impact of COVID-19 on Summer 2021 Summative Assessments
Data from the Spring 2021 Summative Assessments Enhances Our Understanding of the Impact of the Pandemic As we approach 18 months into the COVID-19 pandemic, evidence regarding the academic impact on …
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It’s Déjà vu All Over Again: Revisiting Assessment Recommendations With an Eye on Learning Acceleration
A Need to Support Learning Acceleration in School Year 2021-2022 I was asked recently if the Center was producing assessment recommendations for back-to-school this fall.
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Including Missing Data in the Estimate of the Impact of the Pandemic on Student Learning
Part 3 of a 3-part Series on The Practical Implications of COVID-19 Learning Loss Studies It has been a year since COVID-19 made it impossible for states to administer state assessment programs last s…
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Making Use of Missing Data to Plan Interventions for Recovery
Part 2 of a 3-part Series on The Practical Implications of COVID-19 Learning Loss Studies It has been a year since COVID-19 made it impossible for states to administer state assessment programs last s…
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Making Sense of Recent COVID-19 Impact Studies by Interim Assessment Vendors
Part 1 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies It has been a year since COVID-19 made it impossible for states to administer state assessment programs …
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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 …
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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 adminis…
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One-Sided “Advice” on Remote Test Administration Isn’t Fair to States
Acknowledging the Lack of Evidence that Remote Test Administration Can Measure Up to In-Person Testing A recent article in Forbes Magazine by Jim Cowen painted an irresponsibly rosy picture …
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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.
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