“This Test Is Instructionally Useful.” Where’s the Evidence?
Companies often say their assessments are instructionally useful, but they rarely provide evidence to support those claims.
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We Make Assessment Literacy Too Hard!
Insights from behavioral economics can help us do right by teachers and stop blaming them for struggling to understand assessment data.
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Bringing a Fresh Perspective to Assessment Purpose
Two California school districts conducted reviews of their required assessments. In the second of a two-part series, we share what they learned.
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Eliminating Unnecessary District-Required Assessments
Two California school districts conducted reviews of their required assessments. In the first of a two-part series, we share what they learned.
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Stop Trying to Use Commercial Interim Tests for Instructional Purposes
The concept of “strategic abandonment” sheds light on the appropriate uses of commercial interim assessments. Instructional utility isn’t one of them.
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Three Common Misconceptions About State Assessments
Experts shed light on key aspects of state testing: comparability, proficiency, and instructional utility.
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Consider Backward Assessment Design
If an assessment is meant to help teachers get insight into student learning and adjust their instruction, test designers must start with the end in mind.
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How to Choose Local Assessments
Choosing local assessments can be tricky. A new guide walks district leaders through the questions they should ask and the evidence they should request.
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Supporting the Implementation of Formative Assessment
Formative assessment implementation can be both impeded and facilitated, and we take a look at the factors that play into each outcome.
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Just Give Us a Little
One small change in Federal testing law could lead to significant improvements in state tests and the perception of state testing.
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Classroom Assessment Learning Modules 2.0
We’re offering 23 professional classroom assessment learning modules, an expansion of 7 modules offered at the beginning of the pandemic.
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Can a State Test Inform Instruction?
Using a state test to inform instruction is possible, but has limitations that educators and other stakeholders need to understand.
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Supporting the Improvement of Educators’ Assessment Literacy
Developing Needs-Based Sociocultural Approaches to Professional Development and Assessment Literacy This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the […]
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Classroom Assessment Literacy Is Needed Now More Than Ever
Leveraging a Formative Assessment Approach to Inform Student Learning Progress and Teaching Practices in a Post-Pandemic Education Environment The pandemic has surfaced disparities among students with respect to equitable educational […]
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Could Two Through Year Assessment Designs Provide Both Summative and Instructional Information?
An Exploration of Feasibility for a Through Year Assessment System In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative […]
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Teaching to the Test
High-Quality Assessments Used for the Right Reasons May be a Useful Tool for Teachers to improve Teaching Quality In his CenterLine post, Can Educational Assessment Improve Teaching?, Executive Director Scott Marion […]
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Can Educational Assessment Improve Teaching?
What Would it Take to Design an Assessment System Around a Goal of Improving Teaching Quality and Teachers’ Knowledge and Skills? How would I design an assessment or assessment system […]
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Do Interim Assessments Have A Role in Balanced Systems of Assessment?
Evaluating Interim Assessments Against the Criteria for Balanced Assessment Systems Interim assessments may have a role in balanced assessment systems, but that role is not conferred by title. It is […]
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