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Standard Setting

Assessment Standard Setting Use of Assessment Results

Ch-Ch-Ch-Ch-Changes...Turn and Face the Strange World of Assessment

A Framework to Help State Assessment Teams Deal Effectively With Change

Heraclitus of Ephesus said that “The only thing that is constant is change.”  This observation certainly applies to K-12 assessment programs, as assessment transitions seem to be happening on a more frequent basis and at a more rapid pace in recent years. 

Consider the following information gathered from a recent informal survey of 21 states by the Council of Chief State School Officers (CCSSO) about assessment transitions in the past few years:

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Standard Setting performance standards standards validation comparability Assessment

Re-envisioning Performance Standards Validation

Taking a Principled Approach to Evaluating Reporting Scales and Performance Standards when Modifications are Made to Assessments

For a variety of reasons—political, psychometric and practical—states are often required to modify their large-scale summative assessments. These changes may be significant, such as developing new assessments after the adoption of revised academic content standards, or minor, such as adding a couple items to an existing test blueprint. 

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Accountability Standard Setting

When it Comes to School Ratings, Meaning Matters

What’s in a Grade, Anyway?

Letter grades are a popular way to describe performance. I’m referring to those same letter grades you received in school - A to F.  We all know that the coveted A is “superb,” and an F warns that performance is completely deficient. What’s a C?  Perhaps it is used to communicate “good enough” (but not great), or possibly it means “average.” Should we worry that those are often two different things?  

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