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.

Using a Novice-Expert Perspective to Structure State and Classroom Assessment Claims/Interpretations of the NGSS

This presentation at the 2018 NCME Classroom Assessment conference provides guidance on what states should consider when defining claims for their assessments of the Next Generation Science Standards.

Brian Gong
Mary Norris
Considering the Design and Role of Interim Assessments in the Context of a Next Generation Science Standards System of Assessments

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 Generation Science Standards.

Nathan Dadey
Sara Cooper
Designing a Coherent State System of Accountability: The Every Student Succeeds Act and Perkins V

This brief provides recommendations to support state education agencies establish coherent state plans for ESSA and Perkins. It highlights key touch-points across the two laws and explains how the state’s goals and vision for student learning should serve as a common foundation for system design.

Text Dependent Analysis: The Need for a Shift in Instruction and Curriculum

Text dependent analysis is much more than an item type on a state test. The Center is working with states and districts to understand the curriculum and instructional implications of instructing students to respond to this college and career item type.

Jeri Thompson
Accountability Identification is only the Beginning: Monitoring and Evaluating Accountability Results and Implementation

Senior Associates Juan D’Brot and Leslie Keng describe a framework to help states systematically evaluate identification decisions. In the paper, the authors present example claims, guiding questions, and assumptions to help SEAs clarify the intended purpose, use, and process associated with accountability system activities. Within the framework, assumptions are used to help practitioners and designers identify sources of information, methods, or analyses that can be used to collect information to defend each claim to support accountability validity arguments.

Juan D'Brot
Leslie Keng