Annually since 2005, Measured Progress has provided summer internships for graduate students pursuing doctorates in psychometrics or related fields. This year we welcomed three outstanding students, each already immersed in research to advance the practice of psychometrics and our understanding of testing.
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.
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.
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.
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.
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.
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?
We recently attended the 2017 California Science Teachers Association (CSTA) conference in Sacramento. Conversations with teachers underscored the continuing need for classroom and district science resources to support the transition to NGSS*.