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.
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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.
Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning
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 self-directed learning. Key initial questions include: What is self-directed learning? How is self-directed learning related to other success skill concepts? And how do self-directed learning skills develop over time? This foundational information is then used to examine (a) instructional approaches to promote self-directed learning, (b) benefits of self-directed on valued student outcomes, and (c) ways teachers can collect evidence that reveals the benefits of student self-directed learning outcomes using student artifacts and other appropriate measures.
Measuring Student Success Skills: A Review of the Literature on Critical Thinking
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 critical thinking. Key initial questions include: What is critical thinking? How is critical thinking related to other success skill concepts? And to what extent does critical thinking develop over time? This foundational information will then be used to examine (a) instructional approaches to promote critical thinking, (b) benefits of critical thinking on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of student critical thinking outcomes using student artifacts and other appropriate measures
Authors:
Carla Evans
Date:
2020-03-31
Measuring Student Success Skills: A Review of the Literature on Collaboration
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 collaboration. Key initial questions include: What is collaboration? How is collaboration related to other success skill concepts? And to what extent does collaboration develop over time? This foundational information will then be used to examine (a) instructional approaches to promote collaboration, (b) benefits of collaboration on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of student collaborative outcomes using student artifacts and other appropriate measures.
Authors:
Carla Evans
Date:
2020-03-31