Our goal is to support your school, district, or state in navigating assessment and accountability to help improve student learning.

The complex and multi-faceted problems we face rarely have a single or simple solution. On CenterLine, we encourage the Center team and guest authors to present a diversity of viewpoints, and an author’s view may evolve as conditions change and understandings grow.

CenterLine posts, unless specifically noted, are not official views of the Center for Assessment.

    Blog posts

    Assessment Literacy Professional Development Needs Assessment Classroom Assessment Assessment

    Supporting the Improvement of Educators’ Assessment Literacy

    Developing Needs-Based Sociocultural Approaches to Professional Development

    This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

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    Educational Assessment State Testing Learning Acceleration Assessment COVID-19 Response

    Break the Glass and Pull the Alarm! The Signal From Spring 2021 State Testing Is Clear

    A Call to Policymakers to Support Multi-year Acceleration Efforts

    I and many others were concerned that the uncertainty with interpreting Spring 2021 state summative test scores because of all the “noise” associated with the pandemic would blur any signal we were trying to hear from the data. Unfortunately, that signal is so loud that we can’t miss it. In spite of any uncertainty, we have more than enough information to pull the policy alarm!

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    culturally responsive Large-Scale Testing Classroom Assessment Educational Assessment Assessment

    Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

    Are There Limits to Making Large-Scale Standardized Testing Culturally Responsive?

    “Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).

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    Assessment Literacy Classroom Assessment Professional Development Educational Reform Assessment

    Why Have Many (All?) Approaches to Improve K-12 Educator Assessment Literacy Failed to Produce Significant Changes in Teacher Practices at Scale?

    Making Teachers Active Agents in Improving Assessment Literacy

    Most of us would agree that if the problem of improving K-12 educator assessment literacy has not been solved, it is not because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

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    Balanced Assessment Systems Educational Assessment Learning Acceleration Covid-19 Disruptions Assessment

    Using Assessment to Support Learning Acceleration: It Takes a System! 

    A First-Hand Account of Responding to Student Needs

    The Oklahoma State Department of Education’s (OSDE) highest priority is keeping students and staff safe so that we can focus on learning acceleration for all students. We are also intensely focused on how assessment can be used to help address these instructional and learning needs.  To this end, in this post, I discuss the importance of a balanced system of assessment and of being very intentional about the specific purposes and uses of types of assessment within that system, especially those intended to be used to support student learning and improved instruction. 

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    educational accountability Performance Profile Missing Data Covid-19 Disruptions Accountability

    Addressing the Accountability Challenge of Missing Data With A Performance Profile

    Consider a Different Way to Put The Pieces Together

    In a previous post I discussed the challenges of rebuilding accountability systems developed for the Every Student Succeeds Act (ESSA) in 2021-2022. Prominent among these challenges is missing data due to multiple years of pandemic-related disruptions. What are the best alternatives to solve this problem? In this post I’ll suggest a tool, the performance profile, that may help address the issue of partially missing data.   

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    Through Year Assessment State Testing Validity Accountability Innovative Assessment Assessment

    Trying to Serve Multiple Uses with Through Year Assessments

    Assumptions, Claims, and the Evidence Needed to Support Them

    Assumptions lead to claims about the types of inferences and uses that an assessment system is intended to support. Strong assumptions require strong evidence. This axiom holds true for educational measurement and most other scientific endeavors. The current interest in through year assessments appears to be based on very strong assumptions about the multiple purposes through year assessments may serve. Is there evidence to support these assumptions?

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    Educational Assessment Innovative Assessment IADA RILS Assessment

    Following their Lead

    Conversations with Innovative Assessment Demonstration Authority State Leaders

    Five states have been approved to implement innovative assessment pilots as part of the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). As part of our 2021 Reidy Interactive Lecture Series (RILS) on assessment innovation, we thought it was critical to hear directly from these IADA leaders. 

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    Educational Assessment Innovative Assessment Large-Scale Testing RILS Assessment

    The Good, The Bad, and The Ugly of Innovation in Educational Assessment

    Thoughts on What Has Worked Well, What Has Been Less Successful, and Why

    This post is based on Charlie DePascale’s presentation during Session 1 of the virtual 2021 Reidy Interactive Lecture Series. Charlie, a Senior Associate at the Center from 2002 through 2019, enjoys writing, daily walks, and engaging in a smattering of consulting on educational assessment and accountability.

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    Classroom Assessment Culturally-Responsive Assessment Instructional Change Student Equity Assessment Systems

    A Culturally Responsive Classroom Assessment Framework 

    The Intersections of Equity, Pedagogy, and Sociocultural Assessment

    Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

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