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.
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.
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.
This peer-reviewed article describes methods that the Center for Assessment tested that strengthen the comparability claims about the annual determinations of student proficiency in New Hampshire's Performance Assessment of Competency Education (PACE) innovative assessment and accountability system pilot.
Scott Marion argues on behalf of several states for a principled approach for using an equity in their ESSA accountability system designs.
The use of achievement indices in state accountability systems as part of the Every Student Succeeds Act (ESSA)
Scott Marion provides a rationale for states interested in using an achievement index in their ESSA accountability system designs.