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.
In this paper, Chris Domaleski, Juan D’Brot, and Leslie Keng, outline recommended principles to guide the establishment of a standard-setting process for accountability systems and to describe a framework for implementing standard setting. The principles and framework are based on concepts, approaches, and considerations from establishing performance standards in assessment systems. The authors use two state examples, in partnership with Russel Keglovitz (Nevada) and Ann Michelle Neal (UT), to help make the principles more concrete and steps in the standard setting framework more practical for implementation.
In this paper, Senior Associates Leslie Keng and Juan D’Brot outline practical guidelines and considerations as states get their accountability systems up and running. The authors describe a framework that states can use to guide the development of their accountability implementation plan and put guardrails in place to help validate accountability system outcomes. They explore the operational workflow through the three main stages of operational implementation: input, processing, and output.
This paper, produced in collaboration with the Massachusetts Institute for a New Commonwealth (MassINC), addresses purposes and principles of local accountability practices that complement state and federal systems.
Carla Evans and Chris Domaleski prepared a technical brief with the National Center on Educational Outcomes to help states implement federal guidance related to participation rates for alternate assessments aligned to alternate achievement standards (AA-AAS).
This presentation examines multiple state efforts to develop performance level descriptors based on the Next Generation Science Standards, with a focus on how the findings might provide guidance to classroom teachers.