Nearly all states use a measure of student longitudinal growth in accountability. But how should states decide which growth model to use?
Topics: Technical Issues
The Delaware Department of Education’s growth model study group examined the state’s growth model and whether it should be replaced.
In the wake of the COVID-19 pandemic, educators and policymakers have scrambled to assess the impact on student learning. Popular metrics that have gained traction are the notions of “years […]
This study explores the effects of COVID-19 on academic growth and achievement in Hawaii schools, and strategies that school leaders used in the recovery from the pandemic. The calculations in […]
From Session 3 of the 2021 Convening on Through-Year Assessment: Technical and logistical issues associated with through-year designs are not for the faint of heart. What sounds like a simple […]
From Session 2 of the 2021 Convening on Through-Year Assessment: Claims are the foundation for design and validation. This session will include representatives from states and vendors to address some […]
Presentation at the AERA Special Interest Group on School Indicators and Profiles; uses examples from several states to highlight the need to disaggregate data to address validity, equity, and improvement.
The Center for Assessment produced this document to help state assessment leaders and technical advisors plan for and conduct analyses of their spring 2021 state assessment results in order to […]
This presentation provides an introduction to theories of action in the context of balanced assessment systems. The goal of this work is to make explicit the key design decisions that […]
This paper shows how states, with spring 2021 assessment data and student growth results derived from it, are positioned to address critical questions regarding academic learning loss. Answers to these […]
The landscape of statewide, large-scale educational assessment is shifting away from “stand-alone” summative assessments and toward integrated sets of assessments designed to support various interpretations and uses. This coordinated session […]
This paper analyzes the policy challenges and provides recommendations associated with having college admissions tests meet federal assessment requirements under the Every Student Succeeds Act.
This paper argues that there should be many different interim assessment designs to match varied instructional uses, and provides examples.
This paper, supported by the Council of Chief State School Officers (CCSSO), describes a logical framework and presents practical recommendations to help states wrestle with the continuing demands of accountability […]
This paper outlines recommended principles to guide the establishment of a standard-setting process for accountability systems and describes a framework for implementing standard-setting. The principles and framework are based on […]
This presentation, made at the 2018 NCME Classroom Assessment conference, provides guidance on what states should consider when defining claims for their assessments of the Next Generation Science Standards.
Many changes during an assessment transition are motivated by demand from the field for shorter test time, faster score reporting, and assessment results that serve multiple purposes (e.g., informing instruction, […]
This peer-reviewed article describes methods that the Center for Assessment tested that strengthen the comparability claims about the annual determinations of student proficiency in New Hampshire’s Performance Assessment of Competency […]