Library

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.

Restart & Recovery: Assessment Considerations for Fall 2020

This CCSSO sponsored paper discusses assessment considerations for fall 2020, focusing on specific use-cases associated with key education stakeholders and offers 10 recommendations, which should be adapted to whichever re-opening scenario a school chooses.

Authors:
Scott Marion
Brian Gong
Will Lorie
Rebecca Kockler
Date:
2020-07-14
Measuring Student Success Skills: A Review of the Literature on Complex Communication

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to complex communication. Key initial questions include: What is complex communication? How is complex communication related to other success skill concepts? And to what extent does complex communication develop over time? This foundational information will then be used to examine (a) instructional approaches to promote complex communication, (b) benefits of complex communication on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of complex communication using student artifacts and other appropriate measures.

Authors:
Jeri Thompson
Date:
2020-03-31
Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to self-directed learning. Key initial questions include: What is self-directed learning? How is self-directed learning related to other success skill concepts? And how do self-directed learning skills develop over time? This foundational information is then used to examine (a) instructional approaches to promote self-directed learning, (b) benefits of self-directed on valued student outcomes, and (c) ways teachers can collect evidence that reveals the benefits of student self-directed learning outcomes using student artifacts and other appropriate measures.

Authors:
W. Christopher Brandt
Date:
2020-03-31
Measuring Student Success Skills: A Review of the Literature on Critical Thinking

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to critical thinking. Key initial questions include: What is critical thinking? How is critical thinking related to other success skill concepts? And to what extent does critical thinking develop over time? This foundational information will then be used to examine (a) instructional approaches to promote critical thinking, (b) benefits of critical thinking on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of student critical thinking outcomes using student artifacts and other appropriate measures

Authors:
Carla Evans
Date:
2020-03-31
Measuring Student Success Skills: A Review of the Literature on Collaboration

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in
the research literature related to collaboration. Key initial questions include: What is collaboration? How is collaboration related to other success skill concepts? And to what extent does collaboration develop over time? This foundational information will then be used to examine (a) instructional approaches to promote collaboration, (b) benefits of collaboration on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of student collaborative outcomes using student artifacts and other appropriate measures.

Authors:
Carla Evans
Date:
2020-03-31