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.
This paper argues that there should be many different interim assessment designs to match varied instructional uses, and provides examples.
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 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). This paper is a companion to another National Center on Educational Outcomes (NCEO) brief, Guidance for Examining District Alternate Assessment Participation Rates (Evans & Domaleski, 2018). The companion brief outlined a broad framework and general principles to guide the examination of AA-AAAS participation rates, particularly in light of the challenge of small n-sizes and associated uncertainty.
This paper supported by the Council of Chief State School Officers (CCSSO) describes a logical framework and presents practical recommendations to help states wrestle with the continuing demands of accountability in the face of frequent and sometimes substantial changes to the system.
This paper supported by the Council of Chief State School Officers (CCSSO) provides guidance to help states develop and validate exit criteria for schools classified as Comprehensive Supports and Improvements (CSI) and Additional Targeted Supports and Improvement (ATSI) required by the Every Student Succeeds Act (ESSA).