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COVID-19 school disruptions Assessment Literacy CBE Innovative Assessment Center Updates Assessment

Here Comes the Sun – Research and Testing Conferences are Back!

Conference Season is a Welcome Break from the Long Winter

The arrival of spring brings with it the spring 2021 conference season – another sign that we may be moving out of the extended COVID-19 winter. Among the first events canceled last spring, annual educational research and testing conferences are returning this spring, albeit with virtual formats. Center professionals welcome these opportunities to share our work with the broader academic and practice communities and to learn about the latest thinking and research that will shape our future.

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COVID-19 school disruptions Learning Recovery Educational Assessment Assessment COVID-19 Response

Making Use of Missing Data to Plan Interventions for Recovery

Part 2 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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formative assessment school disruptions Remote Learning COVID-19 Response Assessment

Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

Combining Good Pedagogy and Technology to Conduct Assessment Informs Future Instruction

In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.

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State Testing Educational Assessment school disruptions COVID-19 Response

Understanding Pandemic Learning Loss and Learning Recovery 

The Role of Student Growth & Statewide Testing

As of January 2021, the United States is almost completely in the dark as to the pandemic’s impact on student learning. In our recent publication, Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth & Statewide Testing we show how spring 2021 assessment data and student growth results derived from it put states in a position to address critical questions regarding academic learning loss.

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school disruptions State Testing Fall Assessment Assessment COVID-19 Response

Reflections From a Decade of Fall Testing

Compelling Reasons to Think Twice Before Moving 2021 Spring State Testing to the Fall

When spring state testing was abruptly canceled last year, one of the first options considered briefly was administering the Spring 2020 state tests in the fall – when it was expected that students and teachers would have returned to their classrooms – and life would be back to normal. One year later, we are facing the same consideration. 

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What’s Wrong with Grading this Year? The Same Things That are Wrong Every Year.

What We Can Learn About Both Student Engagement and Grading Systems from Current Failure Rates

EducationWeek recently printed a terrific summary by Stephen Sawchuk about the number of students receiving failing grades this year. He asks, “Should schools be giving so many failing grades this year?” The answer is most likely no. The article reveals many current issues with grading but also exposes several of the long-standing problems with grades and grading practices.

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Educational Assessment Remote Testing comparability school disruptions Assessment COVID-19 Response

One-Sided “Advice” on Remote Test Administration Isn’t Fair to States

Acknowledging the Lack of Evidence that Remote Testing Can Measure Up to In-Person Testing

A recent article in Forbes Magazine by Jim Cowen painted an irresponsibly rosy picture of remote test administration. The two organizations that coordinated the interviews on which the article was based, The Collaborative for Student Success and EducationCounsel, have been unabashed in their advocacy for returning to state summative testing in spring 2021.

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school disruptions Remote Testing comparability Validity Assessment COVID-19 Response

Test Score Meaning Under Remote Test Administration

Part 1: Why Validity is Threatened under Remote Administration Conditions

This is the first in a series of three posts on planning for the examination of the validity of scores collected through remote test administration. Next up is a discussion of a framework for the types of analyses that will be useful for understanding the degree to which scores are comparable between remotely tested students and students tested in the classroom, what might be done to adjust them if they are not, and the conditions under which data can be collected to support those analyses.

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school disruptions school accountability Educational Assessment COVID-19 Response Assessment

What’s Even Going On? 

Collecting Data on Student Experiences to Understand Student Learning in Light of COVID-19 

As the school year gets underway, one question on everyone’s mind is: What impact will all of the disruptions have on student learning? Answering this question requires collecting data on student experiences in addition to data on student achievement. 

Data on student experiences – data that really lets us dig into what students’ day to day school lives are like –  has largely been absent from statewide collection to date.   

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