The Operational Best Practices for Accountability are intended to provide states with guidance and criteria for the design, development, implementation, evaluation, and potential revision of accountab…
Types: Paper
The Operational Best Practices for Accountability are intended to provide states with guidance and criteria for the design, development, implementation, evaluation, and potential revision of accountab…
This paper describes how the Common Assignment Study approach of using common instructional units can support teacher effectiveness and improvement efforts in Kentucky.
In this policy brief, Senior Associate, Juan D’Brot, provides clear recommendations for state leaders about how to learn as much as possible from their technical advisors.
By describing what is to be assessed and how to assess it, assessment frameworks play a pivotal role in testing programs.
There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies.
The impact of the COVID-19 pandemic on student achievement has been defined by some as the difference between student achievement during the pandemic and what achievement would have been if there had …
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 evaluat…
This companion document to our “assessment flexibility guidance” is meant to support states requesting assessment flexibility from the U.S.
In partnership with CCSSO, this document is designed to support state leaders seeking flexibility in their state assessment programs for 2021.
In Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth & Statewide Testing we show how states, with spring 2021 assessment data together with student growth resu…
This report contains a summary of the deliberations and recommendations to the Utah State Board of Education from the Utah Assessment Strategic Plan Work Group.
Scott Marion describes the importance of collecting opportunity-to-learn (OTL) data and provides a framework to help states begin an OTL data collection and reporting system.
The Center for Assessmet and the Assessment LiteracyWork Group of CCSSO’s Technical Issues in large Scale Assessment State Collaborative produced this brief that state assessment specialists can…
This policy brief, co-authored with colleagues from the Aspen Institute, presents a balanced approach for state education and policy leaders regarding state assessment and opportunity-lo-learn data co…
The authors provide guidance to help education leaders address the challenges of data collection and reporting in light of the COVID-19 pandemic.
This paper, supported by CCSSO, provides guidance to help education leaders tackle accountability design and implementation decisions in light of the challenges of the COVID-19 pandemic.
Chris Domaleski explores design principles and approaches to steer accountability systems toward better balance and coherence.