Library

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.

Developing Scale Scores & Cut Scores for On-Demand Assessments of Individual Standards

This work examines how scale scores and cut scores can be developed for a set of thirty one interim assessments. Each of these thirty one interim, or “mini-assessments”, covers a single fourth grade math CCSS standard or sub-standard and is meant to provide on-demand information of mastery of a given standard.

Authors:
Nathan Dadey
Shuqin Tao
Leslie Keng
Date:
2018-04-16
Alabama Assessment Task Force Briefs

The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.

Authors:
Juan D'Brot
Scott Marion
Date:
2018-01-16
Alabama Assessment Task Force Briefs

The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.

Alabama Assessment Task Force Briefs

The Center has developed a series of briefs to support Alabama’s Assessment Task Force as they make decisions for their new assessment system. These briefs include topics such as content coverage, testing time, adaptive testing, field testing, and timeline development. They are intended to provide a high-level overview of the constraints and decisions states should consider as they design their assessment systems.

Authors:
Juan D'Brot
Scott Marion
Date:
2018-01-16
Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program

This peer-reviewed study was originally prepared for the University of New Hampshire’s Education Department and investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs, their applicants, and the broader field of educator preparation.