Scaled Scores and Performance Levels
For purposes of comparability and reporting, scaled scores must be computed that reflect student performance
What does “balance” mean in a balanced assessment system?
“Balance” in a district assessment system means more than just using formative, interim, and summative
Replace, Don’t Add On: Giving Performance Assessment a Chance
Despite increased interest in instructional and assessment innovation, change has been difficult for many local
Re-Balancing Assessment for Learning and Accountability
School reform efforts intended to raise achievement levels of US students are not new. Recent
Focusing More on Learning and Less on Test Scores
Effective implementation of the multi-step instructional process of formative assessment shifts the focus of students
Interim Assessments and ESSA
In the name of flexibility and innovation, ESSA allows the use of interim assessments, the
A Tool to Observe/Evaluate Formative Assessment Practice
Ten dimensions of formative assessment practice are described. For each dimension, a rubric is provided
Unreasonable Expectations of State Assessments
Local educators, parents, and others generally want more information on student performance from their state
Scaled Scores and Performance Levels
For purposes of comparability and reporting, scaled scores must be computed that reflect student performance
Under the Hood of Computer-Adaptive Testing
Computer-Adaptive Testing (CAT) was first created to generate a total test scaled score (or estimate