Diagnostic Measurement for K-12 Education
André Rupp provides answers to frequently asked questions about four aspects of diagnostic classification models in K-12 education.
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Advancing Contemporary Validity Theory and Practice
Based on Remarks Given During a Town Hall Session at the 2022 NCME Conference I was honored to participate in a validity “town hall” at last week’s NCME conference with Suzanne Lane, my co-autho…
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California, Here We Come!
The Center Welcomes the Return of In-Person AERA and NCME Conferences After two years of virtual conferences, meetings, and just about everything else, Center professionals are excited to gather in Sa…
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Test Score Meaning Under Remote Test Administration
Part 1: Why Validity is Threatened under Remote Administration Conditions This is the first in a series of three posts on planning for the examination of the validity of scores collected through remot…
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Test Score Meaning Under Remote Test Administration
Part 2: Mode or Accommodation? A Framework for Thinking about How Remote Administration Impacts Test Score Meaning This is the second in a series of three posts on planning for the examination of the …
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Fairness in Educational Testing
The Role of Values in Addressing Fairness in Educational Testing Purpose, Use, and Consequences What is fairness in educational testing? We take for granted that we know what is fair and what is…
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Comparability of Scores on the Same Test
In 2018, the Center was honored to be invited by the National Academy of Education to contribute two chapters to the book Comparability of Large-Scale Educational Assessments, which was released earli…
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Recommendations to Support the Validity of Claims in NGSS Assessment
Part 2: A New Framework for Organizing and Evaluating Claims This is the second in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment an…
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Recommendations to Support the Validity of Claims in NGSS Assessment
Part 1: Designing Assessments to Support Claims Once again this year, we are pleased to share posts on CenterLine by our summer interns and their mentors.
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Getting Ahead of the Curve: Planning for Accurate Equating in 2021
We cannot know what classrooms and teaching will look like in the coming school year, but that doesn’t need to prevent states from planning ahead for accurately equating spring 2021 summative assess…
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An Assessment Response to Anticipated Learning Gaps
Implications of School Closures on Assessment Needs According to Education Week, “as of March 23, 2020, 7:31 p.m. ET: 46 states have decided to close schools.
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Connecting Measurement, Research, and Evaluation
An Educational Perspective Last fall, Senior Associate Juan D’Brot was elected to the executive committee of the Joint Committee on Standards for Educational Evaluation, formed in 1975 as a coa…
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Understanding and Mitigating Rater Inaccuracies in Educational Assessment Scoring
Rater Monitoring with Inter-Rater Reliability may Not be Enough for Next-Generation Assessments Testing experts know a lot about how to conduct scoring of students’ written responses to assessment i…
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Balancing Skepticism and Utility in Machine Scoring
Understanding How Machine Scoring Can Be Used Now, and What We Need to Do to Expand Its Usefulness for the Future Without a doubt, the public is skeptical about using machine scoring for examinee…
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Understanding Nominal and Effective Weights in School Accountability Systems
Weights Assigned to Indicators May Not Reflect Their Actual Contribution to Final Scores States give a lot of weight to the weights given to the indicators in their accountability systems.
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Don’t Go Changing: The Importance of Stability in State Assessment and Accountability Systems
Frequent Changes to State Assessment Systems Place Educational Improvement on Shaky Ground. “We just administered our third assessment in the past five years.
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A Matter of Indifference
Current Assessments May Require New Equating Methods and Procedures to Ensure Results will be Comparable Across Test Forms One of the fundamental tenets of equating two tests is that it should be a ma…
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Ch-Ch-Ch-Ch-Changes…Turn and Face the Strange World of Assessment
A Framework to Help State Assessment Teams Deal Effectively With Change Heraclitus of Ephesus said that “The only thing that is constant is change.
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