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 report summarizes an investigation into score changes in states administering the ACT to all high school students. The report contains numerous recommendations for ACT for improving its documentation and transparency.
Juan D’Brot and Scott Marion led an Assessment Task Force for the New Mexico Public Education Department to help create this framework for New Mexico’s next statewide assessment system and to lay a foundation for the future of assessment in New Mexico.
This paper argues that there should be many different interim assessment designs to match varied instructional uses, and provides examples.
This presentation illustrates how the Center for Assessment uses Lave and Wenger’s (1991) concept of “legitimate peripheral
participation” in our work to improve assessment literacy at scale.
The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion to another National Center on Educational Outcomes (NCEO) brief, Guidance for Examining District Alternate Assessment Participation Rates (Evans & Domaleski, 2018). The companion brief outlined a broad framework and general principles to guide the examination of AA-AAAS participation rates, particularly in light of the challenge of small n-sizes and associated uncertainty.