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 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.
UNDERSTANDING PANDEMIC LEARNING LOSS AND LEARNING RECOVERY: THE ROLE OF STUDENT GROWTH & STATEWIDE TESTING
In Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth & Statewide Testing we show how states, with spring 2021 assessment data together with student growth results derived from it, are positioned to address critical questions regarding academic learning loss. Answers to these questions, together with academic data derived from other sources, will help states, districts and schools form approaches to ameliorating the impact of the pandemic on their students. As of January 2021, the United States is almost completely in the dark as to the pandemic’s impact on student learning. Early interim assessment results have given us a glimpse of the magnitude of the impact but have been extremely limited otherwise. We need statewide assessment and growth data to intelligently move forward.
Scott Marion describes the importance of collecting opportunity-to-learn (OTL) data and provides a framework to help states begin an OTL data collection and reporting system.