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.
Library
Introduction to Classroom Assessment Literacy Modules
RILS: Leveraging Assessment to Support Teaching and Learning Strand
August 18, 2020
Authors:
Carla Evans
Jeri Thompson
Files:
Date:
2020-08-11
Restart & Recovery: Assessment Considerations for Fall 2020
This CCSSO sponsored paper discusses assessment considerations for fall 2020, focusing on specific use-cases associated with key education stakeholders and offers 10 recommendations, which should be adapted to whichever re-opening scenario a school chooses.
Authors:
Scott Marion
Brian Gong
Will Lorie
Rebecca Kockler
Files:
Assessment Considerations for Fall 2020 346.34 KB
Date:
2020-07-14
One Size Doesn’t Fit All: Dealing with Exceptionality in State Accountability Systems
Often, factors related to school characteristics or context can impede a state’s ability to produce or implement a standard accountability system for all schools. This paper, prepared for the Council of Chief State School Officers (CCSSO) Accountability Systems and Reporting (ASR) State Collaborative outlines a process and rationale for addressing exceptions in otherwise standardized school accountability systems. it illustrates potential pathways from exceptionality to system redesign, provides an overview of considerations and challenges specific to alternative schools, and describes some of the common exceptional circumstances states must address when implementing school accountability systems.
Authors:
Erika Landl
Carla Evans
Chris Domaleski
Files:
Exceptional Accountability968.47 KB
Date:
2020-06-30
Measuring Student Success Skills: A Review of the Literature on Complex Communication
There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to complex communication. Key initial questions include: What is complex communication? How is complex communication related to other success skill concepts? And to what extent does complex communication develop over time? This foundational information will then be used to examine (a) instructional approaches to promote complex communication, (b) benefits of complex communication on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of complex communication using student artifacts and other appropriate measures.