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
Symposia: Application of Needs-Based Models to Support Sociocultural Approaches to Improving Educators’ Assessment Literacy
The purpose of this symposium was to explore a needs-based assessment model approach to identify, support, and sustain the development of K-12 educators’ assessment literacy capacities in ways that are situated and differential. To do so, we explored the assumptions underlying traditional models of professional learning and knowledge-based supports/resources provided to educators around assessment literacy. We then examined how those assumptions are potentially at odds with a sociocultural understanding of assessment literacy, as well as best practices around adult learning and professional development. We used different needs-based assessment models to explore the importance of matching assessment literacy professional learning design to the specific and contextual needs of participants. The symposium ended with discussant remarks and questions.
Authors:
Carla Evans
Erika Landl
Jeri Thompson
Charlie DePascale
Date:
2021-10-22
Summary of Research Questions and Findings from COVID-19 Impact Studies by Interim Test Vendors
The impact of the COVID-19 pandemic on student achievement has been defined by some as the difference between student achievement during the pandemic and what achievement would have been if there had been no disruption to schooling. Beginning fall 2020, several interim assessment vendors have published studies attempting to quantify the effects on student learning in reading and mathematics precipitated by COVID-19 school disruptions. These studies include those done by NWEA using its MAP assessment, Curriculum Associates using i-Ready, Renaissance using STAR, and Amplify using DIBELS. We created this table to summarize the research questions, findings, and other characteristics of these studies.
Authors:
Will Lorié
Chris Brandt
Nathan Dadey
Files:
Summary of COVID-19 Impact Studies130.31 KB
Date:
2021-03-23
Making Sense of Spring 2021 Assessment Results
The Center for Assessment produced this document to help state assessment leaders and technical advisors plan for and conduct analyses of their spring 2021 state assessment results in order to evaluate appropriate interpretations and uses.
Authors:
Nathan Dadey
Leslie Keng
Michelle Boyer
Scott Marion
Files:
CFA-MakingSenseSpring2021Assess-R2141.39 KB
Date:
2021-03-17
Rationale for States Considering Assessment Flexibility
This companion document to our “assessment flexibility guidance” is meant to support states requesting assessment flexibility from the U.S. Department of Education for their spring 2021 assessments.
Assessment Flexibility Guidance
In partnership with CCSSO, this document is designed to support state leaders seeking flexibility in their state assessment programs for 2021.
Authors:
Scott Marion
Chris Domaleski
Juan D'Brot
Files:
Assessment Flexibility Guidance80.42 KB
Date:
2021-03-08