Presentation at the AERA Special Interest Group on School Indicators and Profiles; uses examples from several states to highlight need to disaggregate data to address validity, equity, and improvement…
Types: Presentation
The purpose of this symposium was to explore a needs-based assessment model approach to identify, support, and sustain the development of K-12 educators’ assessment literacy capacities in ways that …
This presentation provides an introduction to theories of action in the context of balanced assessment systems.
The landscape of statewide, large-scale educational assessment is shifting away from “stand-alone” summative assessments and towards integrated sets of assessments designed to support various inte…
This presentation was delivered at RILS 2020 during a strand focused on how we can leverage assessment to support teaching and learning.
The Restart and Recovery Framework for Fall 2021…
This presentation illustrates how the Center for Assessment uses Lave and Wenger’s (1991) concept of “legitimate peripheral participation” in our work to improve assessment literacy at scale.
This presentation 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.
This presentation examines multiple state efforts to develop performance level descriptors based on the Next Generation Science Standards, with a focus on how the findings might provide guidance to cl…
This presentation defines and explores interim assessment designs used by states to support districts, then examines one state’s efforts to develop an interim assessment system based on the Next Gen…
Juan D’Brot and Scott Marion led an Assessment Task Force for the Alabama State Department of Education to help create this framework for Alabama’s next statewide assessment system.
Scott Marion discusses the challenges and issues associated with current high school testing models and offers some thoughts about how we can improve current practices.
Scott Marion argues on behalf of several states for a principled approach for using an equity in their ESSA accountability system designs.
Scott Marion provides a rationale for states interested in using an achievement index in their ESSA accountability system designs.
Scott Marion and Erika Landl translate the key concepts of principled assessment design, specifically Evidence-Centered Design (ECD), to help support teachers and others in designing high-quality perf…
Domaleski and Hall present a framework for developing a transition plan for state accountability systems when new assessments are introduced.
In this invited presentation to the Northern Rocky Mountain Educational Research Association conference, Gong traces different definitions of success for all from a measurement perspective, including …
This 2012 NCME presentation provides an introduction to recent national educational policies and identifies associated measurement issues and other implications that graduate students and new measurem…