Many commercially-available products are being marketed as formative assessments this paper distinguishes between true classroom formative assessment and interim assessments that serve instructional p…
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Our resources address key issues in our field to help assessment and accountability leaders, policy makers, and practitioners design and implement systems that promote improved outcomes for students.
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More than a dozen states are exploring or piloting through-year assessments to replace their current end-of-year summative test for accountability.
Improving the Selection, Use, and Evaluation of Interim Assessments Interim Assessment Toolkit Part 1: Identifying Assessment Gaps and Needs Interim Assessment Toolkit Part 2: Assessment Characteristi…
Scott Marion and Erika Landl translate the key concepts of principled assessment design, specifically Evidence-Centered Design (ECD), to help support teachers and others in designing high-quality perf…
From Session 1 of the 2021 Convening: Given the considerable variety of designs using the terms “through course,” “through year,” “distributed assessment,” or others, we start the convenin…
This report for the Montana Office of Public Instruction outlines the framework for state assessments and informs the process of transitioning to a next-generation assessment system.
Part 1: Challenges From Session 6 of RILS 2021: The Innovative Assessment Demonstration Authority under the Every Student Succeeds Act was purportedly created to provide space for states to design and…
Juan D’Brot and Scott Marion led an Assessment Task Force for the New Mexico Public Education Department to help create this framework for New Mexico’s next statewide assessment system and to lay …
The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system.
Executive Director Scott Marion, Associate Director Chris Domaleski, and Center Associate Chris Brandt offer a set of assessment and accountability recommendations for the reauthorization of the Eleme…
This companion document to our “assessment flexibility guidance” is meant to support states requesting assessment flexibility from the U.S.
This CCSSO-sponsored paper outlines a range of technical issues for state leaders and assessment providers to consider as they prepare for their spring 2021 state summative assessments.
This paper, by the Center for Assessment and the Aurora Institute, presents a vision and discusses requirements for balanced systems of assessments that can support competency-based education models a…
This presentation illustrates how the Center for Assessment uses Lave and Wenger’s (1991) concept of “legitimate peripheral participation” in our work to improve assessment literacy at scale.
The Center at 20: Leveraging the lessons of the past to improve the impact of assessment and accountability practices Thursday, September 27th Agenda TimeTopic8:30amWelcome to RILSScott Marion, Center…
This memo to U.S.
This policy brief summarizes our paper, presented at the Annual Meeting of the National Council on Measurement in Education, on the design considerations for balanced systems of assessment.
The paper, presented at the Annual Meeting of the National Council on Measurement in Education, presents a discussion of design considerations for balanced systems of assessment as well as an in-depth…