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Student Equity

Classroom Assessment Culturally-Responsive Assessment Instructional Change Student Equity Assessment Systems

A Culturally Responsive Classroom Assessment Framework 

The Intersections of Equity, Pedagogy, and Sociocultural Assessment

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

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Opportunity to Learn Social Justice Student Equity Coherence Use of Assessment Results COVID-19 Response

Considering Coherence in the Collection and Use of Opportunity-to-Learn Data

Ensuring Equitable Learning Opportunities for all Students Requires Coordination Across the Education System

This is the second post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors. Dan Silver, from the University of Southern California, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores and better understand schooling conditions during and after the pandemic.

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Educational Assessment Student Equity Curriculum Curriculum-Embedded Assessment Classroom Assessment Assessment COVID-19 Response

It’s Déjà vu All Over Again

Assessment Recommendations to Support Learning Acceleration in School Year 2021-2022 

I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, didn’t we already do that?” When my pandemic-induced time fog finally cleared enough, I remembered that we produced a comprehensive set of recommendations with Rebecca Kockler and our colleagues at CCSSO for assessment in fall 2020.

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Opportunity to Learn Social Justice Student Equity Accountability COVID-19 Response

A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

Making the Meaning of Opportunity More Socioculturally Sustainable, Inclusive, and Action-Oriented

This is the first post by one of our 2021 summer interns based on their project and the assessment and accountability issues they are addressing this summer with their Center mentors.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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grading Student Equity score scales performance descriptors Use of Assessment Results Accountability

Making a Bad Situation Worse

Poor Grading Practices Lead to Negative Consequences

The recent controversy over the awarding of the valedictorian and salutatorian at West Point High School in Mississippi highlighted long-documented problems with grading practices. In case you missed it, you can read accounts of the story here and here.

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Accountability ESSA Student Equity School Quality ESEA Reauthorization

Letting Go of Labels in School Accountability Systems

How the next ESEA Reauthorization Can Improve Federal Accountability Requirements 

The Every Student Succeeds Act (ESSA), which is the current reauthorization of the Elementary and Secondary Education Act (ESEA), contains federal accountability requirements wherein all states must create an accountability system for identifying schools for support on the basis of a collection of indicators, with the majority of weight given to statewide achievement tests scores. ESSA refers to this requirement as “Annual Meaningful Differentiation” and prescribes the aggregation of information across accountability indicators.

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Self-directed learning Student Equity Educational Assessment Balanced Assessment SEL

The Center is Getting Emotional about Assessment

Part 4: How School Leaders Can Use SEL Data to Support Student and Staff Wellbeing During a Global Pandemic

This is the final post in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support social and emotional learning in responsible and useful ways through assessment.

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SEL Holistic Assessment Student Equity Educational Assessment Assessment

The Center is Getting Emotional about Assessment

Part 3: How Districts Can Use Assessment to Support Social and Emotional Learning

This is the third in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support social and emotional learning in responsible and useful ways through assessment.

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SEL Balanced Assessment Systems Culturally-Responsive Assessment Student Equity

The Center is Getting Emotional about Assessment

Part 2: What States Can Do To Support Balanced SEL Assessment Systems

This is the second in a four-part series on social and emotional learning (SEL) assessment by Center associate Chris Brandt and guest author Katie Buckley, Managing Director of Research & Learning at Transforming Education. Across four posts, they make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.

read more