Center for Standards, Assessment, and Accountability

Keyword: Assessment

Making Decisions Using Assessment Data in the Time of COVID-19 and Beyond

The COVID-19 pandemic fundamentally changed all aspects of teaching and learning over the past two school years; and consequently, administration of summative assessments in spring 2021 looks different than most years. And yet, understanding the impact of the COVID-19 crisis on student learning is fundamental for being able to develop responsive supports that address the needs of all students, particularly those most affected by the disruptions to learning in the 2019–20 and 2020–21 school years.

To meet this need, educators should resist the temptation to conclude that summative assessment data holds no value this year and should instead bring a different mindset to reviewing and responding to assessment data from the spring of 2021. This mindset shift requires that educators and education leaders revisit the stakes and consequences associated with different assessments, consider multiple measures including Opportunity to Learn (OTL) data and information provided by students, families, and teachers to ensure a fuller picture of the performance of our schools and districts.

Our hope is that educators will be able to use this period as an opportunity to re-evaluate their assessment practices and make important shifts toward strengthening assessment data-use practices, making lasting improvements to decision-making, equity, teaching, and — ultimately —student learning and success.

WestEd’s Standards‐to‐Standards Alignment and Evaluation Studies

WestEd’s content and assessment experts are available to conduct standards-to-standards alignment studies, which provide: findings to meet rigorous evidence requirements, such as federal peer review guidelines; and key feedback that contributes to quality content standards. This service is available for a range of grade levels and content areas.

WestEd’s Curriculum‐to‐Standards Alignment Studies

WestEd’s content and assessment experts are available to conduct curriculum-to-standards alignment studies, which provide: findings on the alignment between local curricula and state content standards, and key feedback that contributes to quality standards-based curricula. This service is available for a range of grade levels and content areas.

Assessment Leadership

A comprehensive, balanced assessment system and a culture of effective evidence use do not emerge by accident. They take capable leadership to build. Assessment leadership is essential for building a comprehensive, balanced assessment system and fostering the conditions in which meaningful assessment data can be used to produce improved learning outcomes at all levels of an education system, including the classroom, school, and district. Developing this kind of assessment system requires leaders who can articulate and implement a vision and culture that supports sound assessment practices.

This brief provides district and school leaders with guidance on developing core competencies of assessment literacy to support the development and implementation of a comprehensive and balanced assessment system.

Quality Expectations and Development Considerations of Item Clusters Assessing Multidimensional Science Standards

A number of effective approaches and strategies related to the measurement of multidimensional science standards have emerged through early development efforts of large-scale assessments. This paper discusses several key considerations for designing and developing effective next generation science assessments, including an exploration of the quality expectations and development considerations that help support development.

The Two Percent Solution: Weighing Value against Burden in Statewide Standardized Assessments

In October 2015, President Obama announced an initiative to balance the use of assessments in schools. Done well and thoughtfully, assessments are tools for learning and promoting equity. They provide necessary information for educators, families, the public, and students themselves to measure progress and improve outcomes for all learners. Done poorly, in excess, or without clear purpose, assessments take valuable time away from teaching and learning, draining creative approaches from our classrooms. This session included a discussion of the President’s initiative and share existing tools and resources states and districts can use to evaluate their assessments, including key questions to guide your work. In addition, we will provide examples from states that are working to streamline their state and local assessment systems.