The Role of Values in Addressing Fairness in Test Purpose, Use, and Consequences
What is fairness in educational testing?
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.
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.
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.
Scott Marion July 30, 2020
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:
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.
Educators Need Clear Descriptions of the Intended Uses and Interpretations of Educational Assessments
Scott Marion June 3, 2020
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.
Collaborating to Fill a Void in Information to Support the Effective Use of Educational Assessment
Will Scarbrough April 6, 2020
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.
High-Quality Assessments Used for the Right Reasons May be a Useful Tool for Teachers to improve Teaching Quality
Kadie Wilson January 9, 2020
In his CenterLine post, Can Educational Assessment Improve Teaching?, Executive Director Scott Marion invited readers to share their thoughts on the complex, but critical issue of identifying ways that assessments can be used to improve teaching quality. In this guest post, we share Kadie Wilson’s response to Scott’s invitation. Kadie Wilson is Assistant Superintendent in New Hampshire School Administrative Unit #9.
Simple Explanations and Solutions are Appealing, but Insufficient to Affect the Changes Needed to Move NAEP Results
Scott Marion November 5, 2019
The 2019 NAEP results (National Assessment of Educational Progress) were released last week to much consternation, except perhaps in Mississippi and Washington, D.C., where improved results were celebrated.
Nationally, results were up slightly in fourth-grade math, flat in eighth-grade math, and down in both fourth and eighth-grade reading. These results continue a disturbing lack of progress over the last decade.