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.
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.
The authors provide guidance to help education leaders address the challenges of data collection and reporting in light of the COVID-19 pandemic.
This is Not a Test, This is an Emergency: Special Considerations for Assessing and Advancing Equity in School-Year 2020-21
This policy brief, co-authored with colleagues from the Aspen Institute, presents a balanced approach for state education and policy leaders regarding state assessment and opportunity-lo-learn data collection efforts in 2020-2021.
Chris Domaleski and Scott Marion explore the potential strengths and limitations of various options for state testing in 2021 given the challenges raised by the COVID-19 pandemic.