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Assessment Insights

A Closer Look at Balanced Assessment Systems: Statewide Assessment

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

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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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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, Performance Levels, Interim Assessments

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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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eMPower Assessments Reports add Lexile and Quantile Levels

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

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Measured Progress recently announced a partnership with MetaMetrics®, developer of the widely adopted Lexile® Framework for Reading and Quantile® Framework for Mathematics. We are really excited about being able to provide Lexile and Quantile levels on eMPower Assessments™ reports because they give students, parents, and teachers a strong sense of where students are, so they know where students can go next.

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Don’t Compare Accountability Assessment Programs on “Percent Proficient” Results

[fa icon="calendar'] October, 2015 / by Dr. Stuart Kahl posted in Assessment Literacy, Performance Levels, Accountability

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There’s a lot of confusion among policy makers, educators, and the general public about states’ current options for their K–12 accountability assessment programs. Why? To explain the background and reasons for the confusion, I recently published a paper called “Proficient, Eligible to Graduate, College-Ready? The mystery of achievement-level assessment results.” Here’s a quick summary of that paper.

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