School characteristics or context can often impede a state’s ability to produce or implement a standard accountability system for all schools. This paper, prepared for the Council of Chief State […]
Types: Paper
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 […]
States are increasingly interested in conceptualizing, defining, and assessing what are often called 21st century skills or deeper-learning competencies. This paper explores the conceptualizations, definitions, and understandings in the research […]
States are increasingly interested in defining and assessing what are often called 21st century skills or deeper-learning competencies. This paper explores the conceptualizations, definitions, and understandings in the research literature […]
States are increasingly interested in conceptualizing, defining, and assessing what are often called 21st century skills or deeper-learning competencies. This paper explores the literature on complex communication. Key initial questions […]
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 provides a set of assessment and accountability recommendations for the reauthorization of the Elementary and Secondary Education Act. The authors also recommend changes to the Innovative Assessment Demonstration […]
This report summarizes an investigation into score changes in states administering the ACT to all high school students. The report contains numerous recommendations for ACT for improving its documentation and […]
This paper, by the Center for Assessment and the Aurora Institute, presents a vision and discusses requirements for balanced systems of assessments that can support competency-based education models and advance […]
Juan D’Brot and Scott Marion led an Assessment Task Force for the New Mexico Public Education Department to help create this framework for New Mexico’s next statewide assessment system and […]
This paper argues that there should be many different interim assessment designs to match varied instructional uses, and provides examples.
This rapid review of twenty studies examines and characterizes interim assessment use. The findings show (1) that individual interim assessments are often used for multiple purposes, (2) that the most […]
The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion […]
This paper, supported by the Council of Chief State School Officers (CCSSO), provides guidance to help states develop and validate exit criteria for schools identified as needing Comprehensive Supports and […]
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 policy brief summarizes our paper, presented at the Annual Meeting of the National Council on Measurement in Education, on the design considerations for balanced systems of assessment. We also […]
This paper discusses how the Next Generation Science Standards (NGSS) differ from previous academic standards and explores some key structural challenges in designing assessments for the NGSS. It then provides […]
This paper, presented at the annual meeting of the National Council on Measurement in Education, presents a discussion of design considerations for balanced systems of assessment. It also provides an […]