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A Closer Look at Balanced Assessment Systems: Statewide Assessment

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

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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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9 Steps for Writing Test Items that Make the Grade

[fa icon="calendar'] November, 2017 / by Stephen Murphy posted in Assessment Literacy, Classroom Assessment, College and Career Readiness, Connecting Teaching and Learning

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From classroom teachers to state policy makers, many educators are focused on creating and implementing meaningful assessments. Teachers and district leaders need items that support solid formative assessment practices. They want to use the evidence gathered from these items to inform decisions about instructional strategies, student groupings, and learning targets for individual students and groups. State policy makers and psychometricians focus more on long-range plans such as those to meet ESSA requirements. Suffice it to say, assessment is on educators’ minds.

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What We Test Matters

[fa icon="calendar'] October, 2017 / by Press Room posted in Accountability, Assessment Literacy, College and Career Readiness, Common Core

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We recently posted a piece on our Opinions page that outlines the current expectations of statewide tests, and presents a solution that includes teacher-administered measures without adding additional testing time or burden on teachers. We provide a brief summary below. Read the full article. 

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How Does School Choice Affect Assessment Initiatives?

[fa icon="calendar'] October, 2017 / by Dr. Stuart Kahl posted in Accountability, Assessment Literacy, Classroom Assessment, Formative Assessment

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The harsh reality is that behind the school choice movement is some people’s belief that public schools just aren’t doing a good job of educating children. This belief is bolstered by U.S. students’ disappointing performance on international tests and data showing that an increasing number of entering college freshmen need remedial course work. Despite alternative explanations of this evidence, the negative views of our public schools feed a more general movement toward privatization by the powers that be.

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Data-Driven Decisions: A Guide for Matching Assessment to Purpose

[fa icon="calendar'] October, 2017 / by Press Room posted in Accountability, Assessment Literacy, Classroom Assessment, Connecting Teaching and Learning, Formative Assessment, Interim Assessments

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“Why do assessment?” That’s the question we ask ourselves regularly, on behalf of our customers and clients. It helps us stay true to our mission—to improve teaching and learning—and to make sure we’re delivering valuable solutions to the students, teachers, and administrators who assess students every day.

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Collaborative Partnership Improves Student Learning for Boston Public Schools

[fa icon="calendar'] September, 2017 / by Press Room posted in Assessment Literacy, Classroom Assessment, Connecting Teaching and Learning, Formative Assessment, Interim Assessments

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Late in 2016, district leaders for the Boston Public Schools (BPS) identified a challenge for their system: It was difficult to assess student learning consistently and accurately for their 125 schools, because curriculum and pacing for each grade varied across schools.  

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A Closer Look at Balanced Assessment Systems: Benchmark Tests

[fa icon="calendar'] September, 2017 / by Press Room posted in Assessment Literacy, Classroom Assessment, Connecting Teaching and Learning, Interim Assessments

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Educators inherently understand the importance of a balanced assessment system—and ESSA emphasizes that need. But what does a balanced assessment system look like? As an assessment company with an active mission to improve student learning with meaningful assessment, we spend a lot of time thinking about things like this.

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A Conversation about Standard Setting: An Introduction to Item-Descriptor (ID) Matching Methodology

[fa icon="calendar'] August, 2017 / by Press Room posted in Assessment Literacy, Interim Assessments, Performance Levels

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Dr. Steve Ferrara is a Senior Advisor for Measurement Solutions at Measured Progress. The Measured Progress Press Room team sat down with Steve to discuss the standard-setting process he led during the week of August 21, 2017, for eMPower AssessmentsTM.

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