This research synthesis is intended to provide the research background for the content and design of the Educator Assessment Literacy Professional Learning Screening Tool.
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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.
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.
We created a series of learning modules that support the development of educators’ classroom assessment literacy in areas critical to student academic success and reducing achievement gaps. The modules provide […]
The Operational Best Practices for Accountability are intended to provide states with guidance and criteria for the design, development, implementation, evaluation, and potential revision of accountability systems under ESSA. These […]
The Operational Best Practices for Accountability are intended to provide states with guidance and criteria for the design, development, implementation, evaluation, and potential revision of accountability systems under ESSA. These […]
This paper describes how the Common Assignment Study approach of using common instructional units can support teacher effectiveness and improvement efforts in Kentucky.
The District Assessment Design Toolkit is designed to help district and school leaders review their ecosystem of assessments in a systematic way. The toolkit consists of a spreadsheet template and […]
In this policy brief, Senior Associate, Juan D’Brot, provides clear recommendations for state leaders about how to learn as much as possible from their technical advisors.
By describing what is to be assessed and how to assess it, assessment frameworks play a pivotal role in testing programs. This technical memo discusses how large-scale assessment sponsors initiate, […]
From Session 4 of the 2021 Convening: The final session will involve turning the tables. Center for Assessment professionals and some external experts will be invited to do short presentations […]
From Session 3 of the 2021 Convening: Technical and logistical issues associated with through-year designs are not for the faint of heart. What sounds like a simple decision—computing a “final […]
From Session 2 of the 2021 Convening: Claims are the foundation for design and validation. This session will include representatives from states and vendors to address some or all of […]
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 convening with identifying […]
Designing a balanced district assessment system is difficult work that requires stakeholders with different levels of responsibility and authority to come to a common understanding about the purpose of an […]
Writing requests for proposals (RFPs) can be daunting and confusing. But a well-written RFP for state assessment services can save the potential client and potential bidders many headaches in preparing […]
These resources were developed by the Center for Assessment to support comprehensive evaluations of standardized assessments measuring college- and career-ready standards relatives to CCSSO’s Criteria for Procuring and Evaluating High […]
The Student Learning Objectives Toolkit is a resource developed by the Center to help educators map out the process for developing quality SLOs. This module contains the following: –SLO – […]
RILS: Leveraging Assessment to Support Teaching and Learning Strand, August 18, 2020
As states and schools begin a transition to the adoption of the Common Core State Standards, they will need to come to a shared agreement on what increased cognitive rigor […]