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Use of Assessment Results

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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 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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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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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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School Disruption Educational Assessment Use of Assessment Results Assessment COVID-19 Response

Key Takeaways for Assessment in 2020-2021

Since mid-March, Center for Assessment associates and highly-respected guest authors have written multiple CenterLine posts and other papers addressing key aspects of assessment and accountability. We have been wrestling with this question since COVID-19 disrupted the 2019-2020 school year and forced the cancellation of spring 2020 state assessments: How can assessment best be used to support teachers and students during the 2020-2021 school year? Our ideas and advice over the past several months about assessment in 2020-2021 crystallized into the following key takeaways:

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Instructing & Assessing 21st Century Skills: Guidance for Educators

Best Practices Related to Classroom Assessment Design and Grading & Reporting for 21st Century Skills

This is the final post in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on best practices related to classroom assessment design, grading, and reporting the 21st Century skills described in this series.

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You Say Tomato: Concerns About the Diagnostic Assessment Rhetoric

Educators Need Clear Descriptions of the Intended Uses and Interpretations of Educational Assessments

Educational assessment has a naming problem and the latest example of it is the current rhetoric regarding wide-scale use of diagnostic assessment. This is likely true for other fields as well, but it is particularly rampant in education. When my colleagues, Marianne Perie and Brian Gong, and I first wrote about “interim assessment,” we conducted a search for the terms ‘formative, benchmark, predictive’ and several others.

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Tongue Tied by Testing Terminology

Collaborating to Fill a Void in Information to Support the Effective Use of Educational Assessment

City Year is an American education nonprofit organization founded in 1988 and dedicated to helping students and schools succeed. The organization partners with public schools in 29 high-need communities across the U.S. and through international affiliates. The Center for Assessment has been partnering with City Year for several months to help increase the assessment knowledge and skills of City Year staff. We’ve had the privilege of working with Will Scarbrough, the head of Student Analytics for City Year, on this project.

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