The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.
By: Elizabeth Barker
The 2020 MAP Growth Norms report presents mathematics, reading, language arts and science achievement and growth patterns for students attending public schools across the U.S. It includes details on the methodological approach, information on MAP Growth assessments, the tested student population and post-stratification weighting, growth modeling, and implications of the study for research and practice, as well as tables showing student and school status and growth norms, status percentiles, growth distributions, and growth percentiles
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 chapter explores both what happens when test takers disengage and how this disengagement should be managed during scoring.
Topics: School & test engagement
This book presents varied applications of artificial intelligence (AI) in test development, including research and successful examples of using AI technology in automated item generation, automated test assembly, automated scoring, and computerized adaptive testing.
By: Steven Wise
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