The Center for Assessment has a long history of leadership in developing rich and innovative assessment systems to support instructional reforms for enhancing student learning. Rich Hill and Brian Gong led the Kentucky assessment reforms immediately prior to starting the Center in 1998 and together with Scott Marion, while he was the assessment leader in Wyoming; the Center was instrumental in Wyoming’s renowned Body of Evidence Assessment System. Center staff members push the boundaries of assessment innovation with work on incorporating performance-based and new forms of writing assessment on state assessments. , Much of this work was under the radar during the No Child Left Behind era but there has been a renewed spark among state and district leaders to pursue both richer assessments and intentionally coherent assessment systems. The Center for Assessment has been on the front lines to support such work. Most noteworthy, as the lead technical partner and key policy advisor for New Hampshire’s innovative assessment and accountability pilot, Performance Assessment of Competency Education (PACE), the Center is ensuring the quality and rigor of PACE performance assessments and designing methods for evaluating the comparability of student results across districts. PACE served as a model for creation of the Innovative Assessment and Accountability Demonstration in the recently-passed ESSA, which opens the door for seven states to pursue the type of innovation experienced in New Hampshire. Our work in Gwinnett County, Georgia, and Pittsburgh, Pennsylvania are further examples of partnerships with school districts interested in the design and development of innovative, balanced assessment systems.
Along with partners at KnowledgeWorks and with support from the Nellie Mae Foundation, the Center has produced a series of technical and policy briefs intended to help state leaders grapple with meeting the requirements of the Demonstration Authority. These are in addition to a wealth of resources related to the specific requirements of the Demonstration Authority, as well as in support competency-based education and assessment systems in general. A recent list follows (all found on the Center’s website except where noted):
- Susan Lyons & Scott Marion (2016). Comparability options for state applying for the Innovative Assessment and Accountability Demonstration Authority: Comments submitted to the United States Department of Education regarding proposed ESSA regulations
- Scott Marion, Susan Lyons, & Lillian Pace (2016). Memorandum to USED regarding implementation of the innovative assessment and accountability pilot
- Robert Rothman & Scott Marion (2016). The next generation of state assessment and accountability. Kappan, 97, 8, 34-37.
- Scott Marion & Katie Buckley (2016). Design and implementation considerations of performance-based and authentic assessments for use in accountability systems. In Braun, H. (ed). Meeting the Challenges to Measurement in an Era of Accountability. New York, NY: Routledge, Taylor & Francis Group.
- Raj Chattergoon & Scott Marion (2016). Not as easy as it sounds: Designing a balanced assessment system. The State Education Standard, 16, 1, 6-9
- Chris Domaleski, Brian Gong, Karin Hess, Scott Marion, Cory Curl, & Alissa Peltzman (2015). Assessment to support competency-based pathways. Washington, DC: Achieve. www.Achieve.org and www.nciea.org
- Scott Marion (2015). Two sides of the same coin: Competency based education and Student Learning Objectives. Published by Competency Works. http://www.competencyworks.org/resources/two-sides-of-the-same-coin-competency-based-education-and-student-learning-objectives/
- Scott Marion & Paul Leather (2015). Assessment and accountability to support meaningful learning. Education Policy Analysis Archives, 23(9). http://dx.doi.org/10.14507/epaa.v23.1984
- Marianne Perie, Scott Marion, & Brian Gong (2009). Moving towards a comprehensive assessment system: A framework for considering interim assessments. Educational Measurement: Issues and Practice, 28, 3, 5-13.