You Can Get the Accountability System You Want (Part 2)
States complain that ESSA bars them from getting the accountability systems they really want. We present three examples of systems that show otherwise.
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You Can Get the Accountability System You Want (Part 1)
States can have the school accountability systems they value by minimizing the footprint of the Every Student Succeeds Act.
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Face It: Tests Have Consequences
An assessment’s negative or positive consequences are just as important as other dimensions of assessment quality, and should be part of test validity evaluations.
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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 […]
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Could Two Through Year Assessment Designs Provide Both Summative and Instructional Information?
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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Why Has it Been So Difficult to Develop a Viable Through Year Assessment System?
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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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 […]
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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. These posts are based on the project they […]
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Fall Educational Assessment Information: What You Need and How to Get It
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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Dealing with Fallout from COVID-19 School Disruptions
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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In Search of Simple Solutions for the NAEP Results
Simple Explanations and Solutions are Appealing, but Insufficient to Affect the Changes Needed to Move NAEP Results The 2019 NAEP results (National Assessment of Educational Progress) were released last week […]
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Matching Instructional Uses with Interim Assessment Designs
The Importance of Ensuring that an Assessment is Designed to Support its Intended Uses Assessments are the most powerful and useful when designed intentionally for particular purposes – especially when […]
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How Much Is Enough?
Sufficiency Considerations for Competency-Based Assessment Systems Many schools have turned to competency-based education for meeting both equity and excellence goals. Competency-based education requires students to demonstrate mastery of key knowledge […]
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