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

    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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    Competency-based Assessment Accountability

    Part 2: What Do I Need to Know About Competency-Based Grading?

    Getting Beyond the Hype--Potential Problems with Competency-Based Grading

    This post is Part 2 of a three-part series on competency-based grading. Part 1 described the key similarities and differences between traditional, standards-based, and competency-based grading practices. 

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    Education Policy Competency-based Assessment

    Part 1: What Do I Need to Know About Competency-Based Grading?

    Getting Clear about Definitions--Similarities and Differences Among Traditional-, Standards-Based, and Competency-Based Grading Practices

    This is the first in a three-part series on competency-based grading. I was motivated to write this series because of recent conversations about competency-based grading within my children’s school district. I’ve noticed confusion about terms, misinformation, propaganda, and a general lack of high-quality resources on the subject. My goal for this series is to help guide honest and transparent conversations about key issues and best practices by: 

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    Assessment Accountability

    Beyond Faster and Cheaper, Could Automated Scoring Produce Better Scores?

    Using Advances in Technology to Improve the Quality of Educational Assessment

    Earlier this month, the Center for Assessment held its 15th annual colloquium, the first named in honor of Center co-founder, Brian Gong. The Brian Gong Colloquium is a two-day meeting arranged by the Center for Assessment to discuss select topics of importance in testing and accountability with recognized experts. 

    The 2019 meeting focused on the present and future use of learning analytics, machine learning, and artificial intelligence in educational assessment, and highlighted topics including:

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