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Nathan Dadey

School Disruption Remote Testing comparability Validity COVID-19 Response Assessment

Test Score Meaning Under Remote Test Administration

Part 2: Mode or Accommodation? A Framework for Thinking about Remote Administration

This is the second in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. In the first post, Michelle Boyer and Leslie Keng laid out the reasons why states should be concerned about the effect of remote testing on the comparability of score meaning. In the third post in this series, we will discuss specific challenges to score interpretations for remotely-administered tests.  

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school disruptions school accountability Educational Assessment COVID-19 Response Assessment

What’s Even Going On? 

Collecting Data on Student Experiences to Understand Student Learning in Light of COVID-19 

As the school year gets underway, one question on everyone’s mind is: What impact will all of the disruptions have on student learning? Answering this question requires collecting data on student experiences in addition to data on student achievement. 

Data on student experiences – data that really lets us dig into what students’ day to day school lives are like –  has largely been absent from statewide collection to date.   

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Educational Assessment Summative Classroom Assessment Remote Learning Assessment COVID-19 Response

Part 2: A Deep Dive into Summative Classroom Assessment in a Remote or Hybrid Learning Environment

What’s the Same and What’s Different about Classroom Assessment in 2020-2021? 

Those responsible for summative classroom assessment in 2020-2021 face a number of daunting challenges, not the least of which is that the definition of “classroom” is wide and varied. 

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COVID-19 Response

Considering Equity Within Accountability Systems in Response to Interruptions in Schooling: Making Accountability Systems Help 

Identifying and Providing Compensatory Support to Groups of Students Most Impacted by Disruptions to Their Schooling

Right now, the focus of parents and educators is, rightly, on keeping students safe. 

American schools, however, are also on the frontlines to address inequality. Recent concerns about the accessibility of free and reduced lunch services with school closures in response to COVID-19 only serve to highlight the critical role schools play in providing services to students most in need. 

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Open Educational Resources Assessment Open Analytics Reporting Assessment Reports Educational Dashboards

Assessment Dashboards, Reports, and Open Analytics

Supporting State Department of Education Staff with Internal Decision Making

The results of educational assessments have never been more visible. Over the past 20 years, the reporting of state assessment results has shifted from oft-ignored printed handouts to publicly-available online dashboards and report cards. Parents, schools, and the general public have an almost unheard of level of access to data describing school performance.

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Use of Assessment Results Assessment Assessment Systems

Considering Interim Assessments and Summative Information

Providing Flexibility to Schools and Districts while meeting ESSA Assessment Requirements

Getting the most out of any investment is common sense, and a sensical goal. In terms of school districts and states, these entities often make substantial investments into interim assessments with the aim of supporting classroom instruction and district decision making.

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Assessment

When It Comes to Getting Summative Information from Interim Assessments, You Can’t Have Your Cake and Eat It Too

Nathan Dadey, Associate, Center for Assessment

“You can’t have your cake and eat it too,” is a well-known idiom. In the case of educational measurement, it reflects the dilemma posed by a requirement for a single, summative score, and might read something like: “you can’t get summative scores for accountability purposes without the secure administration of carefully constructed forms in a defined window.”

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Assessment Use of Assessment Results

It’s in the Details: Let’s be Specific about the Uses of Assessment Results

“We have selected Assessment XYZ to improve teaching and learning in our district.” This is a common refrain heard from many school and district leaders. However, such refrains must be translated into actionable guidance – all those involved designing, implementing and leading programs of assessment need to do a better job explaining how assessment results can and should be used. Often district assessments take the form of off-the-shelf interim or benchmark assessments, but district-developed assessments or assessment batteries are also common.

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