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. Strong assumptions […]
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Part 3: 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 spring. Since […]
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Part 1: 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 spring. Since […]
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An Exploration of Feasibility for a Through Year Assessment System In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative […]
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A Through Year Assessment System Cannot Both Portray Summative Student Performance and Purport to be Used to Improve Student Performance in the Short-Term There has been a buzz that “through […]
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The Role of Student Growth & Statewide Testing As of January 2021, the United States is almost completely in the dark as to the pandemic effects on student learning. In […]
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Why Validity Is Threatened Under Remote Administration Conditions This is the first of two posts on planning for the examination of the validity of scores collected through remote test administration. […]
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Mode or Accommodation? A Framework for Thinking about How Remote Administration Impacts Test Score Meaning This is the second of two posts on planning for the examination of the validity […]
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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 […]
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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 […]
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Designing Assessments to Support Claims Once again this year, we are pleased to share posts on CenterLine by our summer interns and their mentors. These posts are based on the project they […]
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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 […]
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How Selecting the Appropriate Assessment Can Help Inform Instruction This Fall Schools have dismissed students to enforce social distancing and have implemented remote learning for the rest of the 2019-20 […]
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A Guest Post by the Joint Committee on Standards for Educational Evaluation Juan D’Brot and the Center are pleased to host this post prepared by Juan with contributions from his […]
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What to do Next in Assessment and Accountability? In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting […]
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Discussing the Implications of Calculating Student Growth Scores for Accountability and Using Growth as a Tool to Analyze the Impact of School Closures on Student Learning The COVID-19 (novel coronavirus) […]
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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 coalition of […]
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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 items. Raters […]
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