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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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New Standards Require New Assessments

[fa icon="calendar'] December, 2017 / by Press Room posted in Accountability, Interim Assessments, College and Career Readiness, Connecting Teaching and Learning

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With a focus on college and career readiness (CCR), many states have implemented new standards for instruction and annual accountability assessments. Districts now must reconsider their assessments to make sure their beginning-of-year, mid-year, or end-of-year measures are consistent with the state’s expectations of higher-order critical thinking skills.

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

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

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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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3 Reasons to Care about Test Security for District and School Assessments

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

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Stringent security policies have been in place over many years for statewide accountability measures and other high-stakes tests. But at Measured Progress, we’ve begun to think that best practices for test security should also apply to districtwide assessments, such as district interim assessments, benchmarks, and others.

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Collaborative Partnership Improves Student Learning for Boston Public Schools

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

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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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