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Assessment Insights

Test Items that Yield Rich Data: Part 3 of 3

[fa icon="calendar'] August, 2018 / by Press Room posted in Common Core, Accountability, Interim Assessments, College and Career Readiness, Connecting Teaching and Learning

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Getting more out of mathematics assessment

Rigorous college and career readiness (CCR) standards for English language arts and mathematics, and complex science standards (such as the Next Generation Science Standards, NGSS*), sharpen educators’ focus on what students should know and be able to do. In all these content areas, the standards outline complex expectations that call for integration of multiple dimensions.

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We ♡ Assessment

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

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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 1 of 3

[fa icon="calendar'] May, 2018 / by Press Room posted in Common Core, Assessment Literacy, Interim Assessments, College and Career Readiness

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Authentic, multi-dimensional ELA assessments

Rigorous 21st-century standards for K–12 education—such as college and career readiness standards for ELA and math, and complex science standards—sharpen educators’ focus on what students should know and be able to do. While it’s not unusual for states to adopt new curriculum standards, what’s new over the past decade is the push toward integration of multiple dimensions in all these content areas.

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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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