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.
The impact of the COVID-19 pandemic on student achievement has been defined by some as the difference between student achievement during the pandemic and what achievement would have been if there had been no disruption to schooling. Beginning fall 2020, several interim assessment vendors have published studies attempting to quantify the effects on student learning in reading and mathematics precipitated by COVID-19 school disruptions. These studies include those done by NWEA using its MAP assessment, Curriculum Associates using i-Ready, Renaissance using STAR, and Amplify using DIBELS. We created this table to summarize the research questions, findings, and other characteristics of these studies.
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 evaluate appropriate interpretations and uses.
This companion document to our “assessment flexibility guidance” is meant to support states requesting assessment flexibility from the U.S. Department of Education for their spring 2021 assessments.
In partnership with CCSSO, this document is designed to support state leaders seeking flexibility in their state assessment programs for 2021.
Developing a Theory of Action for Your Balanced Assessment System: How to Develop One and What To Do With It
This presentation provides an introduction to theories of action in the context of balanced assessment systems. The goal of this work is to make explicit the key design decisions that go into constructing and using theories of action. In addition, these decisions are illustrated through examples.