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 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.
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.
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.
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.
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.