Contact Us

Assessment Insights

Who Has Time to Innovate? Part 3 of 5

[fa icon="calendar'] December, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Formative Assessment, Accountability, Connecting Teaching and Learning

[fa icon="comment"] 0 Comments

How do you find time to improve education and assessment?

The innovation in assessment encouraged by the ESSA passed in late 2015 sounds great, but we hear from educators that time is short at every level—from state personnel who are responsible for accountability assessments to local administrators and teachers who are responsible for most of the testing students experience. “How can we find time to create and evaluate new possibilities,” they ask, “much less devote time to trying new things in our schools?”

Read More [fa icon="long-arrow-right"]

Who Has Time to Innovate? Part 2 of 5

[fa icon="calendar'] November, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Formative Assessment, Accountability, Connecting Teaching and Learning

[fa icon="comment"] 0 Comments

Innovation in education and assessment sounds good . . . but there’s never enough time.

The ESSA expanded the possibilities for assessment, and invited stakeholders to begin to create innovative assessments. However, a question we hear from state and local educators is: How can we find time to create and evaluate new possibilities, much less devote time to trying out new things in schools?

Read More [fa icon="long-arrow-right"]

Who Has Time to Innovate? Part 1 of 5

[fa icon="calendar'] October, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Accountability, Connecting Teaching and Learning

[fa icon="comment"] 0 Comments

10 sources of concern about time . . . and recommendations to address them

There’s a lot of discussion about innovative assessment practices today, for a variety of reasons, including the flexibility offered by the Every Student Succeeds Act and general dissatisfaction with traditional tests that focus on lower level cognitive skills. States and districts are deeply engaged in finding new assessment options, with growing interest in using performance assessment to gauge students’ higher order thinking skills and create engaging assessment activities with high instructional value.

Read More [fa icon="long-arrow-right"]

Reinforcing our Commitment to Learning

[fa icon="calendar'] September, 2016 / by Mark Johnson posted in Assessment Literacy, College and Career Readiness

[fa icon="comment"] 0 Comments

We all expect students to be open to learning better ways of doing things. But sometimes as adults, being open to new ideas about something you already know can be challenging—but ultimately invigorating and worthwhile.

Read More [fa icon="long-arrow-right"]

From Theory to Practice: Meet our Psychometric Interns

[fa icon="calendar'] August, 2016 / by Press Room posted in Assessment Literacy

[fa icon="comment"] 0 Comments

Every summer Measured Progress welcomes a few standout doctoral students to join the psychometrics team, through the Nambury Raju Internship Program. The program gives up-and-coming psychometricians a chance to put their coursework to practical use, and keeps Measured Progress psychometricians connected to current university programs in the field. This year, we welcomed two accomplished students to the program.

Read More [fa icon="long-arrow-right"]

How Do You Measure What Someone Knows?

[fa icon="calendar'] May, 2016 / by Press Room posted in Assessment Literacy, Accountability

[fa icon="comment"] 0 Comments

If you work in assessment, you know that the answer to this question is far from simple. Early this month our director of Psychometrics, Dr. Jennifer Dunn, gave a talk at TEDxPiscataquaRiver in Portsmouth, NH. Titled “Using Data to Motivate Change,” Dr. Dunn described her own introduction to psychometrics, and how the challenge of measuring the intangible—what a person knows—captured her interest. Here are some of the main points of her talk.

Read More [fa icon="long-arrow-right"]

Don’t Compare Accountability Assessment Programs on “Percent Proficient” Results

[fa icon="calendar'] October, 2015 / by Dr. Stuart Kahl posted in Assessment Literacy, Performance Levels, Accountability

[fa icon="comment"] 0 Comments

There’s a lot of confusion among policy makers, educators, and the general public about states’ current options for their K–12 accountability assessment programs. Why? To explain the background and reasons for the confusion, I recently published a paper called “Proficient, Eligible to Graduate, College-Ready? The mystery of achievement-level assessment results.” Here’s a quick summary of that paper.

Read More [fa icon="long-arrow-right"]

Cultivate Interactivity in Your Classroom With the Formative Assessment Feedback Loop

[fa icon="calendar'] September, 2015 / by Press Room posted in Classroom Assessment, Common Core, Assessment Literacy, Formative Assessment

[fa icon="comment"] 0 Comments

Experts agree that formative assessment practices significantly improve student learning and help close the achievement gap. We want to support your efforts to take action with data and help your building leaders, teachers, and ultimately students get the most out of formative assessment.

Read More [fa icon="long-arrow-right"]