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Assessment Insights

Test Items that Yield Rich Data: Part 1 of 3

[fa icon="calendar'] May, 2018 / by Press Room posted in Common Core, Assessment Literacy, Interim Assessments, College and Career Readiness

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Authentic, multi-dimensional ELA assessments

Rigorous 21st-century standards for K–12 education—such as college and career readiness standards for ELA and math, and complex science standards—sharpen educators’ focus on what students should know and be able to do. While it’s not unusual for states to adopt new curriculum standards, what’s new over the past decade is the push toward integration of multiple dimensions in all these content areas.

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New Partnership with SchoolCity Expands Access to Formative Assessment Resources

[fa icon="calendar'] April, 2018 / by Press Room posted in Classroom Assessment, Formative Assessment

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A new partnership announced with SchoolCity® expands the range of resources available to schools throughout the US. Now districts that deliver assessments through SchoolCity can use formative assessment items and pre-built quizzes from the Measured Progress Formative Content Bank and STEM Gauge® in the SchoolCity SUITE platform.

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Using Year-End Funds Wisely

[fa icon="calendar'] April, 2018 / by Press Room posted in Classroom Assessment, Formative Assessment

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 It’s budget season. And invariably, education leaders around the country sit in countless meetings to determine yearly budgets and ensure wise use of resources. The same thing took place last year, too, with every expense carefully planned—from bus maintenance to computers to cafeteria trays. But spring has arrived, and you may find yourself with a good problem—money left in this year’s budget, despite the careful planning. Measured Progress has some good news that can help you make excellent use of those funds.

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3 Models That Can Work for New Statewide Assessment Programs

[fa icon="calendar'] March, 2018 / by Press Room posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Accountability, Interim Assessments, Connecting Teaching and Learning

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Over the last decade, expectations of statewide tests have gotten a little out of hand. As Measured Progress founder Stuart Kahl facetiously puts it, politicians and policy makers want nothing less than “a single, summative, formative, adaptive, diagnostic, general achievement test that measures growth and yields immediate results that teachers can use right away to modify their instruction.” A single assessment of this kind surely doesn’t exist, but Dr. Kahl explores ways to approach that ambitious goal in a recent white paper, “How can state assessments better test deeper learning? Three models that can work.” Given states’ ongoing work to meet ESSA requirements and introduce innovation in their assessment systems, it’s a good time to consider new approaches. Read on for a few highlights from the paper.

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Why College and Career Readiness Measures Matter for Lower Grades

[fa icon="calendar'] March, 2018 / by Press Room posted in Interim Assessments, College and Career Readiness, Connecting Teaching and Learning

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The topic of college and career readiness is broad and deep, but a generally accepted definition of being ready for college and career is that students graduate from high school prepared to enter and succeed in postsecondary opportunities—whether college or the workforce—without the need for remediation. Others—such as these from Achieve, the Redefining Ready campaign, ACTE, the Association for Career and Technical Education, and Inflexion—include additional nuance.

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5 Things to Think About When You Build Your Assessments

[fa icon="calendar'] February, 2018 / by Press Room posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Interim Assessments, Connecting Teaching and Learning

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Delivering high-quality assessments that provide evidence of student understanding can be a challenge, especially when time and resources are stretched thin. Accurate and relevant assessments that help inform future instruction require a rigorous development process with several levels of review, but often district staff members simply don’t have that time and expertise. So, can you ensure quality assessments—even if they’re created quickly, with limited resources?

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[VIDEO] Alignment: The Promise and Peril of Interim Assessments

[fa icon="calendar'] January, 2018 / by Press Room posted in Assessment Literacy, Interim Assessments

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School districts adopt a range of assessments in their balanced assessment systems. Some assessments are meant specifically to support learning—to identify students’ strengths and weaknesses, help teachers plan instruction, and evaluate the effectiveness of curricula. Others are meant to predict future performance or accomplish other goals. To help educators and professionals get on common ground with terminology, we’ve explored the definitions and purpose of interim and benchmark assessments. Now we offer a new video to add to our collective understanding of these district-level assessments.

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A Closer Look at Balanced Assessment Systems: Statewide Assessment

[fa icon="calendar'] January, 2018 / by Press Room posted in Assessment Literacy, Performance Levels, Accountability, Connecting Teaching and Learning

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The past year saw LOTS of discussion about different types of assessment and their most suitable uses. In fact, we’ve heard from many districts that recent conversations have led to frank evaluations of what assessments they need, and in some cases, what assessments they no longer need.

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