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

    School Disruption COVID-19 Learning Recovery Educational Assessment Assessment COVID-19 Response

    Including Missing Data in the Estimate of the Impact of the Pandemic on Student Learning

    Part 3 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    COVID-19 school disruptions Learning Recovery Educational Assessment Assessment COVID-19 Response

    Making Use of Missing Data to Plan Interventions for Recovery

    Part 2 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special “learning loss” studies, assessment vendors have attempted to shed light on the effects of COVID-19 on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    COVID-19 Response School Disruption Learning Recovery Educational Assessment COVID-19 Assessment

    Making Sense of Recent COVID-19 Impact Studies by Interim Assessment Vendors

    Part 1 of a 3-part Series on The Practical Implications of COVID-19 “Learning Loss” Studies

    It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since then, multiple studies using data from commercial “interim” assessments have been put forward to help the field understand the pandemic’s impact on student learning. Through these special Covid-19 impact studies, assessment vendors have attempted to shed light on the effects of the pandemic on learning nationally. In this three-part CenterLine series, we address the practical implications of these studies for learning recovery.

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    Accountability ESSA Student Equity School Quality ESEA Reauthorization

    Letting Go of Labels in School Accountability Systems

    How the next ESEA Reauthorization Can Improve Federal Accountability Requirements 

    The Every Student Succeeds Act (ESSA), which is the current reauthorization of the Elementary and Secondary Education Act (ESEA), contains federal accountability requirements wherein all states must create an accountability system for identifying schools for support on the basis of a collection of indicators, with the majority of weight given to statewide achievement tests scores. ESSA refers to this requirement as “Annual Meaningful Differentiation” and prescribes the aggregation of information across accountability indicators.

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    formative assessment Assessment Literacy Classroom Assessment Supporting Instruction Assessment Use of Assessment Results

    Classroom Assessment Literacy is Needed Now More Than Ever

    Leveraging a Formative Assessment Approach to Inform Student Learning Progress and Teaching Practices in a Post-Pandemic Education Environment

    The pandemic has surfaced disparities among students with respect to equitable educational access, opportunities, and outcomes in new ways. For example, simple differences in learning environments (e.g., remote, hybrid, in-person) likely result in considerable variation as to where students are starting and ending their learning journeys this year and into next year. This situation creates a heightened awareness of how important it is to collect meaningful information about student progress toward proficiency at the classroom level. Enter the need for classroom assessment literacy. 

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    State Testing Educational Assessment Through Year Assessment Assessment

    Could Two Through Year Assessment Designs Provide Both Summative and Instructional Information?

    An Exploration of Feasibility for a Through Year Assessment System

    In a past post, I showed the logical conflict that exists for an assessment to claim to provide both end-of-the-year summative evidence and instructionally-useful evidence intended to improve student learning within the year.

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    State Testing Educational Assessment Through Year Assessment Assessment

    Why Has it Been So Difficult to Develop a Viable Through Year Assessment?

    An Assessment Cannot Both Portray Summative Student Performance and Purport to be Used to Improve Student Performance in the Short-Term

    There has been a buzz that “through year” or “through course” assessment represents a better way for states to assess than today’s pervasive end of the year summative assessment.  However, no through year assessment has yet been implemented statewide with results acknowledged as acceptable for use comparable to end of year summative assessment scores.

    Why Has it Been so Difficult to Get a Viable Through Year Assessment?

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    State Testing Educational Assessment School Disruption Assessment COVID-19 Response

    Focus, Fix, Fit: Understanding the Meaning of 2021 Test Scores

    Finding a Path Forward with Existing Tools and Procedures

    To answer the question of what 2021 test scores will mean, I start by acknowledging that the interpretation of assessment results is always a process of reasoning from evidence, with some level of uncertainty. As with all things COVID, we expect to have more uncertainty this year, but we still have the tools to examine just how uncertain we are about the meaning of test scores in 2021.

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    formative assessment school disruptions Remote Learning COVID-19 Response Assessment

    Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

    Combining Good Pedagogy and Technology to Conduct Assessment Informs Future Instruction

    In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.

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    State Testing Educational Assessment school disruptions COVID-19 Response

    Understanding Pandemic Learning Loss and Learning Recovery 

    The Role of Student Growth & Statewide Testing

    As of January 2021, the United States is almost completely in the dark as to the pandemic’s impact on student learning. In our recent publication, Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth & Statewide Testing we show how spring 2021 assessment data and student growth results derived from it put states in a position to address critical questions regarding academic learning loss.

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