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Educational Assessment School Disruption Balanced Assessment Supporting Instruction Assessment COVID-19 Response

Start Now for a Coherent Assessment System in the Fall

In recent weeks, CenterLine has featured several posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by NWEA’s Patrick Meyer and Gage Kingsbury, psychometric consultant, with their perspective on this important topic.

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School Disruption Educational Assessment Supporting Instruction Assessment COVID-19 Response

Educational Assessment 2020-21 Is Assessment 101

The Instructional Landscape Is Not What We Were Expecting, But We Know What To Do

In recent weeks, several CenterLine posts have addressed how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by Kristen Huff of Curriculum Associates with her perspective on this important topic.

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Educational Assessment Assessment Literacy School Improvement Assessment Use of Assessment Results

Tongue Tied by Testing Terminology

Collaborating to Fill a Void in Information to Support the Effective Use of Educational Assessment

City Year is an American education nonprofit organization founded in 1988 and dedicated to helping students and schools succeed. The organization partners with public schools in 29 high-need communities across the U.S. and through international affiliates. The Center for Assessment has been partnering with City Year for several months to help increase the assessment knowledge and skills of City Year staff. We’ve had the privilege of working with Will Scarbrough, the head of Student Analytics for City Year, on this project.

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Assessment Use of Assessment Results teaching quality Educational Assessment

Teaching to the Test

High-Quality Assessments Used for the Right Reasons May be a Useful Tool for Teachers to improve Teaching Quality

In his CenterLine post, Can Educational Assessment Improve Teaching?, Executive Director Scott Marion invited readers to share their thoughts on the complex, but critical issue of identifying ways that assessments can be used to improve teaching quality. In this guest post, we share Kadie Wilson’s response to Scott’s invitation. Kadie Wilson is Assistant Superintendent in New Hampshire School Administrative Unit #9.

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formative assessment Interim Assessment State Assessment

Interim Assessment? Didn’t You Mean Formative Assessment? 

Discovering the Need for Clarity on the Use and Effectiveness of Interim Assessments

This is the sixth 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. Calvary Diggs from the University of Minnesota worked with Nathan Dadey on a literature review on the use and effectiveness of interim assessments.

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Assessment Reports Reporting

Promoting Effective Practices for Subscore Reporting and Use

A Framework for Reporting Technically-Sound and Useful Subscores on State Assessments

This is the fifth 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. Victoria Tanaka, from the University of Georgia, worked with Chris Domaleski on a review of the reporting of subscores on states’ large-scale assessments.

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State Assessment Assessment Systems Education Policy

The Importance of Educational Assessment Policy in Shaping High-Quality State Assessments

Recommendations for Good Practices in Developing and Codifying State Assessment Policy

This is the fourth 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. Zachary Feldberg, from the University of Georgia, worked with Scott Marion on a systematic review of states’ large-scale educational assessment policies.

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Assessment Systems Reporting Use of Assessment Results

Improving Equity: What Makes Accountability Indicators Meaningful? 

Ensure You’re Receiving Valuable Information Necessary to Support Student Equity and Improvement  

This is the third 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; and it is the second post by Nikole Gregg. Nikole is from James Madison University and worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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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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Creating a Framework for Assessment Literacy for Policymakers

How We Can Support Education Policymakers in Making Important Assessment Decisions

This is the first 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. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

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