Using test scores for teacher evaluation: Why caution is necessary
TASA INSIGHT Magazine, 28(1), 15–17.
This article offers insight and guidance on issues to think about before tests are used as an evaluation tool and to help ensure better choices are made about the role test scores play in a teacher’s evaluation.
This article was published outside of NWEA. The full text can be found at the link above.
This Bellwether Education Partners webinar examines how education research can continue to offer meaningful, relevant information to policymakers and practitioners after the “lost year” of data from COVID disruptions to schools and testing.
By: Matthew Soldner, Megan Kuhfeld, Dan Goldhaber, Constance Lindsay, Allison Crean Davis
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson
This interactive tool provides context on the typical patterns of achievement and growth in mathematics and reading for private and Catholic schools who take MAP Growth assessments. It provides multiple ways to examine patterns for different groups of students, including by student gender, race/ethnic group, region, and state.
By: Michael Dahlin, Art Katsapis
This user’s guide for the MAP Growth Goal Explorer describes how to use this interactive tool, the benchmarks it uses to provide context on student growth goals, a framework for goal setting, instructions for how to download information from the tool, and answers to frequently asked questions.
The MAP Growth Goal Explorer is designed to support and simplify the goal-setting process by showing a range of possible fall-to-spring growth goals against the backdrop of important academic benchmarks.
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.