The landscape of statewide, large-scale educational assessment is shifting away from “stand-alone” summative assessments and towards integrated sets of assessments designed to support various inte…
Archives: Informing Current and Future Initiatives
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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…
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 …
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 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…
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 Every Student Succeeds Act (ESSA) addresses concerns about the effects of high-stakes achievement tests by authorizing a pilot program that allows up to seven states to apply for a waiver from fed…
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 peer-reviewed article describes methods that the Center for Assessment tested that strengthen the comparability claims about the annual determinations of student proficiency in New Hampshire̵…
The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS).
The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system.
By describing what is to be assessed and how to assess it, assessment frameworks play a pivotal role in testing programs.
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 …
This work examines how scale scores and cut scores can be developed for a set of thirty one interim assessments.
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 asses…
This paper analyzes and describes the flexibility or unintended variation in alternate assessments on alternate achievement standards in an effort to provide a framework for assessment system designer…
At the 2010 RILS conference, we discuss some implications of the design of balanced assessment systems for the evaluation of technical quality of assessments…
This report contains a summary of the deliberations and recommendations to the Utah State Board of Education from the Utah Assessment Strategic Plan Work Group.