I am encouraged that so many educational leaders are wrestling with systematically bringing educational reforms to scale. Unfortunately, as these leaders have come to realize, achieving widespread implementation of meaningful reforms is really hard – especially when pursuing a goal of increasing assessment literacy.

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.  

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. 

Warmer days, daffodils in bloom, and birds singing can only mean one thing besides the beginning of spring. It’s also the beginning of another busy conference season–and Center associates are hard at work fine-tuning their presentations.

It may sound innovative to claim that commercial interim assessments support instruction, but simply saying it doesn’t make it so. 

New Hampshire was one of three U.S. entities that submitted an application for flexibility under the Every Student Succeeds Act (Section 1204: Innovative Assessment and Accountability Demonstration Authority) in the first application window. Broadly, this authority allows states to pilot an innovative assessment system in a subset of schools for up to seven years, as states scale the assessment system statewide.