Criteria for Procuring and Evaluating High-Quality Assessments
The purpose of this guidance document from CCSSO is to support states in selecting assessments that meet a high bar for quality. This guidance document suggests the evidence that states should review in order to make information judgments on the quality of assessments. Quality assessments “match the depth, breadth, and rigor of the standards; accurately measure student progress toward college and career readiness; and provide valid data to inform teaching and learning” (p. 1). This document has an overview of the assessment criteria and a chart containing detailed criteria and sample evidence. State-specific criteria at the end of the document provide important additional issues that states may wish to consider in their evaluation process.
The quality of this document is reflected in the resources used in its development including the Standards for Educational and Psychological Testing (AERA, APA, and NCME, 1999). Its design, which includes an ‘overview of assessment criteria’ and then articulated evidence that should be reviewed for each criteria, adds to its usefulness. The bibliography of references used to inform this guidance serves as a useful supplemental resource. If utilized thoughtfully, this document should support an effective process for selecting high quality state assessments. This guidance tool might be most effective if used along with other resources that provide more narrative and in-depth definitions and explanation of criteria to be considered.