CenterLine

Our goal is to support your school, district or state in navigating assessment and accountability to help improve student learning. Here, we share the latest news and views from the Center for Assessment team.

    Blog posts

    formative assessment Interim Assessment State Assessment

    Interim Assessment? Didn’t You Mean Formative Assessment? 

    Discovering the Need for Clarity on the Use and Effectiveness of Interim Assessments

    This is the sixth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Calvary Diggs from the University of Minnesota worked with Nathan Dadey on a literature review on the use and effectiveness of interim assessments.

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    Assessment Reports Reporting

    Promoting Effective Practices for Subscore Reporting and Use

    A Framework for Reporting Technically-Sound and Useful Subscores on State Assessments

    This is the fifth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Victoria Tanaka, from the University of Georgia, worked with Chris Domaleski on a review of the reporting of subscores on states’ large-scale assessments.

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    State Assessment Assessment systems Education Policy

    The Importance of Educational Assessment Policy in Shaping High-Quality State Assessments

    Recommendations for Good Practices in Developing and Codifying State Assessment Policy

    This is the fourth in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Zachary Feldberg, from the University of Georgia, worked with Scott Marion on a systematic review of states’ large-scale educational assessment policies.

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    Assessment systems Reporting Use of Assessment Results

    Improving Equity: What Makes Accountability Indicators Meaningful? 

    Ensure You’re Receiving Valuable Information Necessary to Support Student Equity and Improvement  

    This is the third in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer; and it is the second post by Nikole Gregg. Nikole is from James Madison University and worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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    Assessment systems ESSA Reporting Use of Assessment Results

    Improving Equity: Understanding State Identification Systems under ESSA

    Creating a Framework to Help Describe Differences in How States Identify Schools for Support and Improvement

    This is the second in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Nikole Gregg from James Madison University worked with Brian Gong on how states have attempted to promote equity through the design of their ESSA accountability systems.

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    Creating a Framework for Assessment Literacy for Policymakers

    How We Can Support Education Policymakers in Making Important Assessment Decisions

    This is the first in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on their project and the assessment and accountability issues they addressed this summer. Brittney Hernandez from the University of Connecticut worked with Scott Marion on assessment literacy for policymakers.

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    Being Innovative Under ESSA’s Innovative Assessment Demonstration Authority

    An Innovator's Hope

    In my previous glass-half-empty post, I outlined my considerable reservations with the Innovative Assessment Demonstration Authority (IADA) component of the Every Students Succeeds Act (ESSA). 

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    ESSA

    Balancing Skepticism and Utility in Machine Scoring

    Understanding How Machine Scoring Can Be Used Now, and What We Need to Do to Expand Its Usefulness for the Future

    Without a doubt, the public is skeptical about using machine scoring for examinees’ written responses. This skepticism makes sense because we know that machines do not score all elements of writing equally well. Machines do not “understand” creativity, irony, humor, allegory, and other literary techniques, opening them to criticism for their insufficiency in evaluating some of these more subtle qualities of writing. 

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    ESSA Educational Assessment Assessment systems

    An Education Innovator’s Dilemma

    The Challenge in Trying to Be Innovative Under ESSA’s Innovative Assessment Demonstration Authority

    I was an early supporter and promoter of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA), but I now have serious doubts about the viability of the IADA and its ability to support deep and meaningful educational reform.

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    Part 3: What Do I Need to Know About Competency-Based Grading?

    Getting Clear about Best Practices--Competency-based Grading Done Right

    This post is the last in my three-part series on competency-based grading. In Part 1, I describe the key similarities and differences between traditional, standards-based, and competency-based grading practices.

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