In this guest blog on the National Center for the Improvement of Educational Assessment’s CenterLine, the authors share their perspective on how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall.
By: Patrick Meyer, G. Gage Kingsbury
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
By: Steven Wise
New research predicts steep COVID learning losses will widen already dramatic achievement gaps within classrooms
New research conducted by the nonprofit assessment organization NWEA predicts that teachers are likely to see an even broader array of achievement gaps when schools reopen.
Many questions remain as experts weigh options for getting children back into the classroom.
The New York Times (2020, June 6)
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.
The abrupt switch to remote learning wiped out academic gains for many students in America, and widened racial and economic gaps. Catching up in the fall won’t be easy.
The New York Times (2020, June 5)