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Validity Educational Assessment State Assessment Educational Measurement

Advancing Contemporary Validity Theory and Practice

Based on Remarks Given During a Town Hall Session at the 2022 NCME Conference

I was honored to participate in a validity “town hall” at last week’s NCME conference with Suzanne Lane, my co-author of the validity chapter in the upcoming 5th edition of Educational Measurement, and Greg Cizek, Professor of Education at the University of North Carolina. It’s no secret that Greg and I have had some disagreements about validity theory and validation over the years, particularly about the role of consequences. It was a lively session, but Jon Twing, Senior VP at Pearson, kept control of things as the moderator.

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State Assessment Curriculum-Aligned Assessment Educational Assessment Large-Scale Assessment

In Search of the “Just Right” Connection Between Curriculum and Assessment

Considering Options Between Curriculum-Specific and Curriculum-Agnostic State Assessment

State summative assessments are intentionally designed to be curriculum-agnostic. The design of these state assessments ignores the various instructional materials and other curriculum implementation decisions on purpose, instead focusing on the disciplinary standards. The underlying logic of this approach makes sense: each discipline’s standards represent a (relatively) agreed-upon set of end-of-instruction goals for learning, and while there may be many paths (i.e., curricula) to achieving that goal, the point of state assessment is to determine whether the goal was accomplished. 

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Through Year Assessment State Assessment Educational Assessment Accountability Large-Scale Assessment Assessment Systems

But Will It Work in Practice?

Practical Challenges to the Use of Through-Year Assessment for Accountability

The interest in using through-year assessment systems in place of traditional end-of-year state summative assessments has been increasing rapidly and was the subject of a convening hosted by the Center for Assessment in November 2021.

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Educational Assessment State Assessment Academic Recovery Reporting Test Results Large Scale Assessment

Comparisons Matter: Considering What Recovery Is

Now is the Time to Begin Preparing for the Reporting of Spring 2022 Assessment Results

The question about the pandemic impact has largely been answered – it’s bad (e.g., Betebenner et al. 2021). In many cases, really bad. With Spring 2022 assessment – and the subsequent assessment results – on the horizon, the question looming is now “are students recovering”? Answering this question requires (1) determining what recovery is and (2) judging whether students are actually recovering. 

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Educational Assessment Accommodations State Assessment Use of Assessment Results Assessment

A Framework to  Support States in the Selection, Documentation, and Use of Test Accommodations

This is the fourth in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Maura O’Riordan, from the University of Massachusetts Amherst, worked with Chris Domaleski to develop guidance to help states better understand the impact of assessment accommodations on the meaning and interpretation of test scores.

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Educational Assessment School Disruption Accountability State Assessment Assessment COVID-19 Response

The Future of Statewide Summative Tests: Avoid False Dichotomies

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.

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School Disruption State Assessment Balanced Assessment Systems

Summative State Assessments Can Wait!

Arguments Against Administering the Spring 2020 Summative State Assessments When Students Go Back to School

All states closed their schools in March and suspended or canceled annual state assessments. While the US Department of Education (USED) immediately waived state testing requirements for 2020, some states are contemplating the administration of their summative state assessments next fall; purportedly to help leaders and educators better understand and respond to the impact of school closures on student learning. Although this may seem appealing, these assessments are no better suited to informing instructional decisions than they have been in the past.

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ESSA State Assessment School Disruption COVID-19 Response Assessment Accountability

Dealing with Fallout from COVID-19 School Disruptions: What to do Next in Assessment and Accountability?

States Need to Deal with the Present, Plan for the Future

In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting in students schooling from home, which interrupted state assessment schedules in every state. 

Canceling state assessments and local schooling have implications for several other state policies and programs, ranging from federal school accountability designations to determining how students could earn credits and graduate.

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Innovative Assessment ESSA IADA State Assessment

The Reality of Innovation in Educational Assessment

Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like

This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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Innovative Assessment ESSA IADA State Assessment

The Reality Faced by Innovators of Educational Assessments

Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like?

The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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