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
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.
We proudly generate white papers, policy briefs, videos, toolkits, and other products to support you and your organization in navigating the most important issues facing our field. We focus on the design and validation of assessment and accountability systems to support next generation learning initiatives. Our resources are freely available via Creative Commons 4.0 license, which allows users to use, adapt, and/or share the material as needed with proper attribution.
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…
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 rapid review of twenty studies examines and characterizes interim assessment use.
This work examines how scale scores and cut scores can be developed for a set of thirty one interim assessments.
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 presentation defines and explores interim assessment designs used by states to support districts, then examines one state’s efforts to develop an interim assessment system based on the Next Gen…
From Session 4 of RILS 2021: In this session, we use a theory of action framework as a tool for structuring, communicating, and implementing balanced assessment systems.
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).
By describing what is to be assessed and how to assess it, assessment frameworks play a pivotal role in testing programs.
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.
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…
One key selling point for interim, or benchmark, assessments is that their scores are generally highly predictive of scores on large-scale summative assessments.
In 2015, the Center for Assessment worked with the Council of Chief State School Officers (CCSSO) to develop this document annotating the assessment peer review guidance as of that time.
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 evaluat…
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…