Standards & Assessment
Assessment As Feedback
This article makes the case for the role of clear and specific feedback as a key component of effective assessment practices. The author describes the difference between feedback and evaluation and discusses reasons why such feedback is often lacking in instruction. (New Horizons for Learning, 2004)
Author: Grant Wiggins
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Assessment Systems That Work
In March 2009, the Assessment and Accountability Comprehensive Center (AACC) sponsored Assessment Systems That Work, a conference on data use and formative assessment held at the Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Working groups addressed issues in supporting states in data use; slides from presentations by Joan Herman, Margaret Heritage, Ellen Osmundson of CRESST; Neal Gibson of the Arkansas Department of Education; Colleen Anderson of the Iowa Department of Education; Nancy Gerzon of NYCC, and Steve Hamilton of NECC; as well as a bibliography and agenda are available. (Assessment and Accountability Comprehensive Center, 2009)
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Assessments Based on Modified Academic Achievement Standards: Critical Considerations and Implications for Implementation
This document presents information about assessments based on modified academic achievement standards (a.k.a., 2% assessments for students with disabilities). More specifically, the document presents key information about 2% assessments, describes critical issues and considerations related to the development and implementation of 2% assessments, and presents examples of general approaches states have taken (or are taking) in the development and implementation of the 2% assessments. This document will be updated periodically to incorporate new information and research. (Assessment and Accountability Comprehensive Center, 2007)
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Attributes of Effective Formative Assessment
This publication provides a working definition of formative assessment and describes each of five attributes essential to the implementation of effective formative assessment practices. These five attributes include: learning progressions, learning goals and criteria for success, descriptive feedback, self- and peer-assessment, and collaboration. (Council of Chief State School Officers, 2008)
Author: Sarah McManus
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Balancing Local Assessment with Statewide Testing: Building a Program That Meets Student Needs
This knowledge brief makes the case for thoughtful district- or school-driven assessment systems that complement, and go beyond, what statewide testing systems are able to accomplish. It describes important attributes of model local assessment programs. Finally, it presents the necessary steps for building a local assessment program that will elicit information that is of value specifically to teachers, students, and parents and that is rarely available from state assessment programs. (WestEd, 2001)
Authors: Stanley Rabinowitz and Sri Ananda
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Classroom Assessment Minute-by-Minute, Day-by-Day
Assessment for learning, as opposed to assessment of learning, requires educators to make a major shift—from quality control in learning to quality assurance, from assessing at the end of teaching to assessing while learning is still taking place. Five nonnegotiable strategies, described in the article, define the territory of assessment for learning. The authors apply their experience with teachers to illustrate classroom examples of these five strategies. (Educational Leadership, 2005)
Authors: Siobhan Leahy, Christine Lyon, Marnie Thompson and Dylan Wiliam
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Considerations for the Alternate Assessment based on Modified Achievement Standards (AA-MAS): Understanding the Eligible Population and Applying that Knowledge to their Instruction and Assessment
This publication is intended to provide states with resources and guidance to appropriately and fairly evaluate students with disabilities in the classroom. The report analyzes the policy implications of the 2007 No Child Left Behind authorization of an Alternate Assessment based on Modified Achievement Standards (AA-MAS), and provides information on current research and best practices in identifying and assessing students eligible to participate in an AA-MAS. The recommendations are built on the belief that all students can learn grade-level content standards if given appropriate instruction and support. (New York Comprehensive Center, 2009)
Authors: Jamal Abedi, Christopher Domaleski, Stephen Dunbar, Meagan Karvonen, Scott Marion, Jim Pellegrino, Marianne Perie, David Pugalee, Rachel Quenemoen, Robert Rickelman and Catherine Welch
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Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-Generation Accountability Systems
Exploring lessons we can learn from the experiences of states that instituted NCLB-like accountability systems before 2001, the authors looked at the experiences of three smaller states (Kentucky, Maryland, North Carolina), four larger ones (California, Florida, New York, Texas), and two large districts (Chicago and Philadelphia). Their analysis of evaluative reports and policy documents as well as interviews with state officials and researchers generated eight lessons: sanctions are not the fallback solution; no single strategy has been universally successful; staging should be handled with flexibility; intensive capacity building is necessary; a comprehensive set of strategies seems promising; relationship-building needs to complement powerful programs; competence reduces conflict; and strong state commitment is needed to create system capacity. (Education Policy Analysis Archives, 2005)
Authors: Heinrich Mintrop and Tina Trujillo
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Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
This report describes Mathematics Curriculum-Based Measurement (M-CBM) and includes a brief history, basic procedures, implications for practice, and further resources. It also reviews the research that supports the use of M-CBM. (Center on Instruction, 2007)
Authors: Erica S. Lembke and Pamela M. Stecker
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Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?
Margaret Heritage issues a warning about the potential misuse of formative assessment. (CRESST, 2010)
Author: Margaret Heritage
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Formative Assessment: Examples of Practice
This article provides a series of short vignettes that clarify a definition of formative assessment and provide examples of various aspects of formative assessment in practice across different subject areas and grade bands. Each vignette is annotated to describe the formative assessment practices that are highlighted in the vignette. (Council of Chief State School Officers, 2008)
Author: E. Caroline Wylie
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Formative Assessment: Improving Teaching and Learning
Presented by two colleagues at UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST), this webinar covers a broad range of ways to improve formative assessment in schools and classrooms. It also includes a reference list, PowerPoint presentation, and other materials. (Assessment and Accountability Comprehensive Center, 2008)
Presenters: Margaret Heritage and Ellen Osmundson
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Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications
Bloom argued that to reduce variation in students' achievement and to have all students learn well, we must increase variation in instructional approaches and learning time. The key element in this effort is well-constructed, formative classroom assessments. Bloom outlined a specific strategy for using formative classroom assessments to guide teachers in differentiating their instruction and labeled it "mastery learning." This paper describes Bloom's work, presents the essential elements of mastery learning, explains common misinterpretations, and describes the results of research on its effects. (American Educational Research Association, 2005)
Author: Thomas R. Guskey
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Framework for High-Quality English Language Proficiency Standards and Assessments: Brief
This brief is an introduction to a Framework for High-Quality English Language Proficiency Standards and Assessments (Framework). It presents the intended purpose, uses, and organization of the Framework, as well as key background information and assumptions. The expected release of the complete Framework document is Winter 2009, and it will be available on this website. (Assessment and Accountability Comprehensive Center, 2008)
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From State Policy to Classroom Practice: Improving Literacy Instruction for All Students
The National Association of State Boards of Education developed this guidance document about state policies and programs that lead to actual instructional changes in the classroom, including actions that must be taken at all levels--state, district, school, and classroom--to impact instructional practices and improve student reading skills. (National Association of State Boards of Education, 2007)
Author: Mariana Haynes
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Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations
This publication provides research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and research. (Assessment and Accountability Comprehensive Center, 2007)
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Improving Data Quality for Title I Standards, Assessments, and Accountability Reporting: Guidelines for States, LEAs, and Schools
This non-regulatory guidance, produced by the U.S. Department of Education Office of Elementary and Secondary Education, focuses on organizing systems and training staff members to collect valid and reliable data on student achievement. (Assessment and Accountability Comprehensive Center, 2006)
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Inside the Black Box: Raising Standards Through Classroom Assessment
This seminal article provides evidence of the power of formative assessment practices in improving student achievement. Based on an extensive survey of the research literature, there is evidence that improving formative assessment raises standards and also that there is evidence to improve formative assessment. (Phi Delta Kappan, 1998)
Authors: Paul Black and Dylan Wiliam
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Making Progress on Essential Standards and Assessment Reforms
This webinar, presented April 21, 2009, describes innovative state-level strategies to define, develop, and benchmark (nationally and internationally) rigorous college and career-ready core standards. These strategies include considerations for English learners, students with disabilities, and low-performing students. The presentation examines the implications of such standards on high-quality assessment systems, such as the necessity for evidence-based principles and best practices for rigor and quality, methods to ensure proper PK-13 articulation, approaches to identifying and integrating content knowledge and essential skills. Examples from states that are adhering to best practices are provided, as is a discussion of how state policies and strategies based on best practices will play out depending on whether the state is working alone, as part of a regional consortium, or linking to a national core. (Assessment and Accountability Comprehensive Center, 2009)
Presenter: Stanley Rabinowitz
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Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments
This book is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. This document focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. (Center on Instruction, 2006)
Authors: David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera
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The Technical Adequacy of Assessments for Alternate Student Populations: Guidelines for Consumers and Developers
These guidelines concern assessments for English language learners in particular and special student populations in general. They are intended to help evaluate the technical adequacy (i.e., validity, reliability, and freedom from bias) of assessments used to meet relevant Title I and Title III requirements under No Child Left Behind. (Assessment and Accountability Comprehensive Center, 2006)
Authors: Stanley N. Rabinowitz and Edynn Sato
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