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Use of Assessment Results

Instruction Student learning Instructional Change Instructional Core Use of Assessment Results

What Leads to Positive Changes in Student Learning?

The Relationships Between Instructional Practices and the Instructional Core

This is the third 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. Sarah Wellberg, from the University of Colorado Boulder, is working with Carla Evans to investigate issues related to the relationship between the use of complex performance assessments and efforts to promote instructional practices that improve student learning.

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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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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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Assessment Literacy Pre-service Education formative assessment Teaching Assessment Use of Assessment Results

Supporting Teacher Assessment Literacy Through Pre-service Education and the Early Years of Teaching

Challenges and Approaches to Guide New Teachers in the Wake of COVID-19 School Disruptions 

This fall, a batch of fresh new teachers, eager and anxious to start their careers, will enter into a context where interruptions in formal schooling across two school years have caused substantially different learning experiences for the students in their class. These teachers will be tasked with implementing strategies to identify initial student understandings and then support and monitor progress in learning. Supporting the assessment literacy of teachers through pre-service education and their early years of teaching is more important than ever. 

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formative assessment Assessment Literacy Classroom Assessment Supporting Instruction Assessment Use of Assessment Results

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 access, opportunities, and outcomes in new ways. For example, simple differences in learning environments (e.g., remote, hybrid, in-person) likely result in considerable variation as to where students are starting and ending their learning journeys this year and into next year. This situation creates a heightened awareness of how important it is to collect meaningful information about student progress toward proficiency at the classroom level. Enter the need for classroom assessment literacy. 

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School Disruption State Testing Educational Assessment Reporting Test Results Accountability Use of Assessment Results COVID-19 Response

State Testing in 2021: Messaging Matters More than Ever 

How Can We Best Communicate Test Results Given the Challenges of Learning in a Pandemic?

Even as discussions continue about the merits of state testing in 2021, the reality is that many states will soon begin spring administration. Indeed, the U.S. Department of Education (ED) has not waived or relaxed the assessment requirements specified in the Every Student Succeed Act (ESSA). While some states have applied for testing waivers in 2021, at the time of writing, no waivers have been granted. Questions about whether or how to test must soon be overshadowed by questions like “How should we communicate the results?”

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Educational Assessment Fairness Values Test Use Assessment Use of Assessment Results

Fairness in Educational Testing

The Role of Values in Addressing Fairness in Test Purpose, Use, and Consequences

What is fairness in educational testing? 

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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 Validity Claims NGSS Assessment Use of Assessment Results

Recommendations to Support the Validity of Claims in NGSS Assessment - Part 2

Part 2: A New Framework for Organizing and Evaluating Claims

This is the second 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. Sandy Student, from the University of Colorado Boulder, and Brian Gong get things started with a two-part series describing their work analyzing the validity arguments for states’ large-scale Next Generation Science Standards (NGSS) assessments.

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Educational Assessment Validity Claims NGSS Assessment Use of Assessment Results

Recommendations to Support the Validity of Claims in NGSS Assessment

Part 1: Designing Assessments to Support Claims

Once again this year, we are pleased to share posts on CenterLine by our summer interns and their mentors. These posts are based on the project they undertook and the assessment and accountability issues they addressed this summer.

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