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Innovative Assessment

Through Year Assessment State Testing Validity Accountability Innovative Assessment Assessment

Trying to Serve Multiple Uses with Through Year Assessments

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 require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

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Educational Assessment Innovative Assessment IADA RILS Assessment

Following their Lead

Conversations with Innovative Assessment Demonstration Authority State Leaders

Five states have been approved to implement innovative assessment pilots as part of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). As part of our 2021 Reidy Interactive Lecture Series (RILS) on assessment innovation, we thought it was critical to hear directly from these IADA leaders. 

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Educational Assessment Innovative Assessment Large-Scale Testing RILS Assessment

The Good, The Bad, and The Ugly of Innovation in Educational Assessment

Thoughts on What Has Worked Well, What Has Been Less Successful, and Why

This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

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RILS Innovative Assessment Design Thinking Innovation Center Updates Innovative Assessment

Putting Design First in Assessment System Design

Introducing the 2021 Reidy Interactive Lecture Series: Design Innovation in Educational Assessment Systems

Held each fall since 1999, the Reidy Interactive Lecture Series (RILS) provides a unique opportunity for a diverse group of participants to step back and discuss timely and important topics in assessment and accountability. For RILS 2021 we will gather to consider how states can employ lessons from design thinking as they attempt to create innovative assessment system design.

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Through Year Assessment State Testing Innovative Assessment grading Educational Assessment Assessment

Educating Pablo: A Play About Through Course Assessment Systems

Dissecting the Conundrum of Testing Throughout the Year or Once at the End in a Conversation Between Teacher and Student

Various states have advanced through-course proposals, in which states administer tests throughout the year rather than only once at the end. Some of these proposals come through the Innovative Assessment Demonstration Authority (IADA). Others are externally funded initiatives or proposed as a one-time spring 2021 replacement for traditional end-of-year state tests.

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Innovative Assessment Educational Assessment ESSA Assessment

Implementing an Innovative State Assessment System While We’re Still Building It: 

Houston, I Think We Might Have a Problem

One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been thinking about how this adage applies to innovative state assessment systems—those systems states are developing that offer new ways of measuring student proficiency for use in state accountability systems. I have concluded that one of the reasons that successful innovation in state assessment systems has been so rare is that we continue to ask states to implement innovative assessment systems before the state or the system is ready.

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COVID-19 school disruptions Assessment Literacy CBE Innovative Assessment Center Updates Assessment

Here Comes the Sun – Research and Testing Conferences are Back!

Conference Season is a Welcome Break from the Long Winter

The arrival of spring brings with it the spring 2021 conference season – another sign that we may be moving out of the extended COVID-19 winter. Among the first events canceled last spring, annual educational research and testing conferences are returning this spring, albeit with virtual formats. Center professionals welcome these opportunities to share our work with the broader academic and practice communities and to learn about the latest thinking and research that will shape our future.

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Innovative Assessment Evaluation ESSA Assessment Accountability Performance Assessment

Keeping up the PACE: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire’s Innovative Assessment System

This is the third in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Alexandra Stone, from the Neag School of Education at the University of Connecticut, worked with Carla Evans on analyses to evaluate the effects on student achievement in the NH PACE program.

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School Disruption Deeper Learning Innovative Assessment Assessment COVID-19 Response

Remote Learning Provides an Opportunity to Rethink Assessment (and Learning)

COVID-19 School Closures Provide an Opportunity to Think About and Assess Learning Differently

Jal Mehta, author of In Search of Deeper Learning, was recently interviewed by Rick Hess about how to support deeper learning during the COVID-19 shutdown and remote learning.

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Educational Assessment Accountability ESEA Innovation Assessment Innovative Assessment

A Path Forward: Recommendations for ESEA Reauthorization to Support Improvements in Assessment and Accountability

Starting a Discussion on How Federal Policy Can Better Support Innovation to Increase Student Learning Opportunities

Here at the National Center for the Improvement of Educational Assessment, we think a lot about the multiple factors involved in promoting student learning through more meaningful state assessment and accountability systems. The Every Student Succeeds Act (ESSA), the current authorization of the 1965 Elementary and Secondary Education Act (ESEA), is the most significant influence on contemporary state assessment and accountability.  We believe a number of changes to ESEA could help promote innovation, restore balance, and improve outcomes.

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