There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore […]
Types: Paper
This report provides information and guidance that supports the Norwalk, Conn., Public Schools in defining its strategy for the design and implementation of balanced systems of assessment that provide users […]
A complete list of the schools approved for Innovative Assessment Demonstration Authority programs under the Every Student Succeeds Act as of September 2021.
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 […]
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 companion document to our “assessment flexibility guidance” is meant to support states requesting assessment flexibility from the U.S. Department of Education for their spring 2021 assessments.
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 results […]
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.
Educational assessments are powerful tools for guiding and informing teaching, learning, and school and district improvement. They are one of the multiple measures policymakers can use to improve the performance […]
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 collection efforts in 2020-2021.
The authors provide guidance to help education leaders address the challenges of data collection and reporting in light of the COVID-19 pandemic.
This workbook was developed to support comprehensive planning efforts for statewide summative assessments under the uncertain conditions surrounding the COVID19 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.
Chris Domaleski and Scott Marion explore the potential strengths and limitations of various options for state testing in 2021 given the challenges raised by the COVID-19 pandemic.
This CCSSO-sponsored paper outlines a range of technical issues for state leaders and assessment providers to consider as they prepare for their spring 2021 state summative assessments.