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
Establishing Performance Standards for School Accountability Systems
This paper outlines a framework for setting standards for school accountability systems, which is illustrated with two state programs. Application of the framework bolsters the validity of the system for supporting the intended interpretations and uses.
Authors:
Chris Domaleski
Juan D'Brot
Leslie Keng
Russ Keglovits
Ann‐Michelle Neal
Date:
2018-04-30
What’s Wrong with High School Testing and What Can We Do About It?
Scott Marion discusses the challenges and issues associated with current high school testing models and offers some thoughts about how we can improve current practices.
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
Files:
Date:
2018-04-16
The opportunities and challenges of a systems approach to assessment.
Scott Marion offers a commentary on papers by Mark Wilson and Lorrie Shepard and colleagues in a special issue of Educational Measurement: Issues and Practices.
Authors:
Scott Marion
Files:
Date:
2018-03-25
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.