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ESSA State Assessment School Disruption COVID-19 Response Assessment Accountability

Dealing with Fallout from COVID-19 School Disruptions: What to do Next in Assessment and Accountability?

States Need to Deal with the Present, Plan for the Future

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 in students schooling from home, which interrupted state assessment schedules in every state. 

Canceling state assessments and local schooling have implications for several other state policies and programs, ranging from federal school accountability designations to determining how students could earn credits and graduate.

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ESSA School Disruption Accountability School Improvement COVID-19 Response

The Outlook for ESSA School Accountability After COVID-19

A Return to the Status Quo is Unlikely and That’s Just Fine

For those hoping for minimal disruption to ESSA school accountability, I have bad news and more bad news.    

The bad news is that school accountability as we know it is entirely offline for 2020. Before the calendar even flipped to April, the U.S. Department of Education granted waivers to all 50 states, D.C., Puerto Rico, and the Bureau of Indian Education.  

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Educational Assessment ESSA Balanced Assessment Systems Assessment

Reflections on Large-Scale State Assessment in the Twenty-Tens: What Have We Learned and What’s Ahead?

Looking Back at a Transformative Decade in Educational Assessment

In considering a decade of large-scale state assessment, I’m reminded of a moment in June 2010. while attending the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA) in Detroit, Michigan, I was part of a crowd gathered in the hotel lounge watching the U.S. Men’s National  Team (USMNT) play a World Cup soccer match against Algeria.  

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educational accountability program evaluation ESSA

The Best Things Come in Threes: Evaluating the Utility of Educational Accountability Systems

Focusing on the Link Between Accountability Identification and Improvement Using a Three-Step Approach

Depending on your slant, you probably have a favorite among the many sayings around the kinds of things that come in threes. Some people focus on the belief that tragedies occur in threes. I prefer to focus on how some of the best things come in threes:

  1. Freud’s id, ego, and superego
  2. The three books in Tolkien’s Lord of the Rings series
  3. The 90s hit teen pop sensation Hanson 

Okay, some might argue with the three Hanson brothers – how about The Jimi Hendrix Experience instead? 

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Innovative Assessment ESSA IADA State Assessment

The Reality of Innovation in Educational Assessment

Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like

This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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Innovative Assessment ESSA IADA State Assessment

The Reality Faced by Innovators of Educational Assessments

Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like?

The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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Assessment Systems ESSA Reporting Use of Assessment Results

Improving Equity: Understanding State Identification Systems under ESSA

Creating a Framework to Help Describe Differences in How States Identify Schools for Support and Improvement

This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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ESSA

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 examinees’ written responses. This skepticism makes sense because we know that machines do not score all elements of writing equally well. Machines do not “understand” creativity, irony, humor, allegory, and other literary techniques, opening them to criticism for their insufficiency in evaluating some of these more subtle qualities of writing. 

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ESSA Educational Assessment Assessment Systems

An Education Innovator’s Dilemma

The Challenge in Trying to Be Innovative Under ESSA’s Innovative Assessment Demonstration Authority

I was an early supporter and promoter of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA), but I now have serious doubts about the viability of the IADA and its ability to support deep and meaningful educational reform.

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