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Through Year Assessment State Assessment Educational Assessment Accountability Large-Scale Assessment Assessment Systems

But Will It Work in Practice?

Practical Challenges to the Use of Through-Year Assessment for Accountability

The interest in using through-year assessment systems in place of traditional end-of-year state summative assessments has been increasing rapidly and was the subject of a convening hosted by the Center for Assessment in November 2021.

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Accountability ESSA Opportunity to Learn Education Policy

Charting a Course for School Accountability in 2022

Navigating Federal Requirements

In the midst of the holiday season, the U.S. Department of Education (USED) released a draft FAQ addressing the requirements for school accountability in 2022 under ESSA. We won’t call this release a gift, but it at least provides some clarity for states deep in planning for 2021–22 accountability.

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Balanced Assessment Systems Educational Assessment Learning Acceleration Covid-19 Disruptions Assessment

Using Assessment to Support Learning Acceleration: It Takes a System! 

A First-Hand Account of Responding to Student Needs

The Oklahoma State Department of Education’s (OSDE) highest priority is keeping students and staff safe so that we can focus on learning acceleration for all students. We are also intensely focused on how assessment can be used to help address these instructional and learning needs.  To this end, in this post, I discuss the importance of a balanced system of assessment and of being very intentional about the specific purposes and uses of types of assessment within that system, especially those intended to be used to support student learning and improved instruction. 

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game-based assessment score reporting Educational Assessment Use of Assessment Results Assessment

Enhanced Score Reporting for a Game-Based Assessment

Game-Based Assessment Can be Fun for Students: Can We Make Its Use More Informative for Teachers?  

This is the fifth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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Performance Assessment Instructional Change Curriculum Educational Policy Use of Assessment Results

Enhancing the Impact of Performance Assessments on Instruction

A Research-Based Framework Monitoring the Use of Performance Assessments to Promote Positive Instructional Change

This is the fourth post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Covid-19 Disruptions Academic Impact Learning Recovery Student Growth COVID-19 Response Use of Assessment Results

Assessing the Academic Impact of COVID-19 in Summer 2021

Spring 2021 State Summative Assessment Data Enhances Our Understanding of the Impact of the Pandemic

As we approach 18 months into the COVID-19 pandemic, evidence regarding the academic impact on students is still relatively scarce; information we have largely comes from interim assessments (e.g., Renaissance STAR or NWEA MAP). Beginning in Fall 2020, several interim assessment vendors leveraged their assessment data to examine the academic impact of the pandemic in the United States.

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Instruction Student learning Instructional Change Instructional Core Use of Assessment Results

What Leads to Positive Changes in Student Learning?

The Relationships Between Instructional Practices and the Instructional Core

This is the third post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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Opportunity to Learn Social Justice Student Equity Coherence Use of Assessment Results COVID-19 Response

Considering Coherence in the Collection and Use of Opportunity-to-Learn Data

Ensuring Equitable Learning Opportunities for all Students Requires Coordination Across the Education System

This is the second post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Dan Silver, from the University of Southern California, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores and better understand schooling conditions during and after the pandemic.

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Opportunity to Learn Social Justice Student Equity Accountability COVID-19 Response

A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

Making the Meaning of Opportunity More Socioculturally Sustainable, Inclusive, and Action-Oriented

This is the first post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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Assessment Literacy Pre-service Education formative assessment Teaching Assessment Use of Assessment Results

Supporting Teacher Assessment Literacy Through Pre-service Education and the Early Years of Teaching

Challenges and Approaches to Guide New Teachers in the Wake of COVID-19 School Disruptions 

This fall, a batch of fresh new teachers, eager and anxious to start their careers, will enter into a context where interruptions in formal schooling across two school years have caused substantially different learning experiences for the students in their class. These teachers will be tasked with implementing strategies to identify initial student understandings and then support and monitor progress in learning. Supporting the assessment literacy of teachers through pre-service education and their early years of teaching is more important than ever. 

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