CenterLine

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

    Educational Assessment Students With Disabilities Interim Assessment Alternate Assessment Assessment

    Ensuring Assessment Systems Meet the Needs of Students with Disabilities 

    Designing an Assessment Solution that Fits for All Students is Different than Fitting All Students into an Assessment Solution

    In 2019-2020, the requirement to administer state summative assessments was waived for all states. In the absence of this data, many states and school districts leaned on commercial interim assessment data to inform programmatic and instructional decisions to a greater extent than they had in the past.

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    game-based assessment score reporting Educational Assessment Use of Assessment Results Assessment

    Enhanced Score Reporting for a Game-Based Assessment

    Game-Based Assessment Can be Fun for Students: Can We Make Its Use More Informative for Teachers?  

    This is the fifth 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. Ella Anghel, from Boston College, is working with Nathan Dadey and Will Lorié in examining data from a game-based assessment to determine an approach to summarizing the data to provide useful information to teachers.

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    Performance Assessment Instructional Change Curriculum Educational Policy Use of Assessment Results

    Enhancing the Impact of Performance Assessments on Instruction

    A Research-Based Framework Monitoring the Use of Performance Assessments to Promote Positive Instructional Change

    This is the fourth 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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    Covid-19 Disruptions Academic Impact Learning Recovery Student Growth COVID-19 Response Use of Assessment Results

    Assessing the Academic Impact of COVID-19 in Summer 2021

    Spring 2021 State Summative Assessment Data Enhances Our Understanding of the Impact of the Pandemic

    As we approach 18 months into the COVID-19 pandemic, evidence regarding the academic impact on students is still relatively scarce; information we have largely comes from interim assessments (e.g., Renaissance STAR or NWEA MAP). Beginning in Fall 2020, several interim assessment vendors leveraged their assessment data to examine the academic impact of the pandemic in the United States.

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    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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    Educational Assessment Student Equity Curriculum Curriculum-Embedded Assessment Classroom Assessment Assessment COVID-19 Response

    It’s Déjà vu All Over Again

    Assessment Recommendations to Support Learning Acceleration in School Year 2021-2022 

    I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, didn’t we already do that?” When my pandemic-induced time fog finally cleared enough, I remembered that we produced a comprehensive set of recommendations with Rebecca Kockler and our colleagues at CCSSO for assessment in fall 2020.

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    Opportunity to Learn Social Justice Student Equity Accountability COVID-19 Response

    A Social Justice Critical Framing for Opportunity-to-Learn Indicator Use

    Making the Meaning of Opportunity More Socioculturally Sustainable, Inclusive, and Action-Oriented

    This is the first 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.  Thao Thu Vo, from Washington State University, is working with Scott Marion on using opportunity-to-learn information to enhance the utility of state test scores.

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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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    Accountability COVID-19 School Disruption ESSA COVID-19 Response

    Rebuilding School Accountability One Step at a Time

    The Process of Restarting Accountability Systems Will be Incremental, Not Immediate 

    As the COVID-19 pandemic continues to subside in the United States, it may be reasonable to expect some education activities to resume with relatively little delay or difficulty. But the impact to other aspects of the education system is likely more extensive, requiring a period of rebuilding before complete resumption. Such is the case with rebuilding school accountability systems statewide.  

    Why School Accountability Activities Will Resume Incrementally Rather Than Immediately  

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