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We ♡ Assessment

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

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And we’re sharing our enthusiasm at NCSA 2018 in San Diego!

Many of you may be familiar with the National Conference on Student Assessment (NCSA) sponsored by the Council of Chief State School Officers (CCSSO). The major conference on K–12 educational assessment, it’s been taking place for more than 45 years. And since our company’s founding almost 35 years ago, we’ve taken an active part in the conference, as presenters and as an exhibitor and sponsor. The conference will take place in San Diego this year, from June 27 to June 29.

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Test Items that Yield Rich Data: Part 2 of 3

[fa icon="calendar'] June, 2018 / by Press Room posted in NGSS, Accountability, College and Career Readiness, Connecting Teaching and Learning

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How the NGSS Transform Science Instruction and Assessment

We recently published a white paper titled “Assessing Today’s Standards: Multi-dimensional test items,” that describes our approach to the challenges and opportunities presented by new, rigorous standards in ELA, math, and science. We’ve reconsidered item development to address both the multi-dimensionality of the standards and the needs of many stakeholders and decision makers for meaningful, timely assessment information.

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How 2 Schools Improved Their Assessments and Increased Student Learning

[fa icon="calendar'] May, 2018 / by Press Room posted in Classroom Assessment, Connecting Teaching and Learning, Formative Assessment, Performance Levels

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As Measured Progress representatives talk with district and school leaders across the country, a few common themes emerge: Time and resources are limited; educators are looking for high-rigor common assessments that align to their standards; and using and interpreting data to inform instruction remains a challenge.

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3 Models That Can Work for New Statewide Assessment Programs

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

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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 College and Career Readiness, Connecting Teaching and Learning, Interim Assessments

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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 Assessment Literacy, Classroom Assessment, Connecting Teaching and Learning, Formative Assessment, Interim Assessments

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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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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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What a Year

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

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Is it just us, or does it feel like this year has been especially frenetic? There’s so much going on in education and assessment—and so much going on in the world.

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