The Center’s Executive Director Scott Marion was asked recently to offer a short response to the question,“How can parents and policymakers know whether schools are making up for lost learning and addressing individual needs?” as part of a series on what it will take to reopen schools amid the pandemic sponsored by The Center on Reinventing Public Education, in partnership with T

We cannot know what classrooms and teaching will look like in the coming school year, but that doesn’t need to prevent states from planning ahead for accurately equating spring 2021 summative assessments. In making that statement we assume that those tests will happen and their blueprints and administration will be unaltered while acknowledging that the conditions of learning may be very different than in the past.

Since mid-March, Center for Assessment associates and highly-respected guest authors have written multiple CenterLine posts and other papers addressing key aspects of assessment and accountability. We have been wrestling with this question since COVID-19 disrupted the 2019-2020 school year and forced the cancellation of spring 2020 state assessments: How can assessment best be used to support teachers and students during the 2020-2021 school year? Our ideas and advice over the past several months about assessment in 2020-2021 crystallized into the following key takeaways:

The Reidy Interactive Lecture Series (RILS) is one of the highlights for Center associates and our colleagues each year. It’s always a treat to convene in Portsmouth, New Hampshire; a great setting to appreciate the beauty of autumn in New England. What has made RILS special each fall since 1999, however, is the opportunity for a diverse group of participants to discuss timely and important topics in assessment and accountability.

Currently, three states have publicly announced their intention to pursue a waiver from federal testing requirements for the 2020-2021 academic year. In a few other states, there appears to be movement in that direction. It’s not clear at this time if these requests will be limited to a small group of states or if recent developments are the front edge of a big wave.

In recent weeks, we have been pleased to feature several CenterLine posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. In this post, former Center Associate Susan Lyons shares her perspective on this important topic.

In recent weeks, CenterLine has featured several posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by NWEA’s Patrick Meyer and Gage Kingsbury, psychometric consultant, with their perspective on this important topic.

In a late April survey by EdWeek, 320 district administrators were asked to indicate the most urgent needs that assessment vendors could help within the wake of COVID-19.

Educational assessment has a naming problem and the latest example of it is the current rhetoric regarding wide-scale use of diagnostic assessment. This is likely true for other fields as well, but it is particularly rampant in education. When my colleagues, Marianne Perie and Brian Gong, and I first wrote about “interim assessment,” we conducted a search for the terms ‘formative, benchmark, predictive’ and several others.

In recent weeks, several CenterLine posts have addressed how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by Kristen Huff of Curriculum Associates with her perspective on this important topic.