Center for Assessment team members write and present extensively on topics relating to assessment and accountability. As part of our mission and in order to increase and improve assessment and accountability practices nationally, we make our guides, presentations, papers, reports and other resources widely available.
Library
What’s Wrong with High School Testing and What Can We Do About It?
Scott Marion discusses the challenges and issues associated with current high school testing models and offers some thoughts about how we can improve current practices.
Alabama Assessment Task Force Briefs
The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.
Alabama Assessment Task Force Briefs
The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.
Authors:
Juan D'Brot
Scott Marion
Files:
Date:
2018-01-16
Alabama Assessment Task Force Briefs
The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.
Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program
This peer-reviewed study was originally prepared for the University of New Hampshire’s Education Department and investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs, their applicants, and the broader field of educator preparation.
Authors:
Carla Evans
Files:
Date:
2017-12-31