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Category: Assessment
- 1/1/05 - National Institute for Urban School Improvement,
Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks. - 1/1/09 - Lindsay Fryer , Amy Johnson
"The foundation for this needs assessment tool is the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework. This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic... - 1/1/08 - Southeast Comprehensive Center,
Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments. - 1/1/06 - The Access Center,
This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities - 1/1/10 - Center on Education Policy,
"Disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. While the No Child Left Behind Act (NCLB) does not hold school systems directly accountable for making adequate yearly progress (AYP) for the male and female subgroups, as it does for racial/ethnic and other subgroups, the Act does require states and school districts to publicly report test results broken down by gender. These requirements to disaggregate and publicize test... - 1/1/07 - Robbie Blaha, Brad Carlson
The Assessment of Deafblind Access to Manual Language Systems (ADAMLS) is a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind and who are candidates for learning manual language systems. Includes strategies for organizing the assessment process, assessment questions with considerations for adaptations, and summary results. - 1/1/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.
This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that... - Colorín Colorado,
A free web-based, bilingual service that provides information, activities, and advice for educators and Spanish-speaking families of English language learners.Also includes information about accommodations and evaluation, informal assessment, standards-based writing, bilingual parent tips about testing, recommended guides and research, and a webcast. - 1/1/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan
"This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect... - 1/1/07 - Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., Crane, E.
This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a... - 1/1/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/1/07 - Sato, E., Worth, P., Gallagher, C., Lagunoff, R., McKeag, H.
The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and... - 1/1/10 - Center on Education Policy,
"This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors thatmake it difficult to accurately assesswhat ELLs knowand can do.The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization (HumRRO) and come from the state reading and mathematics tests used for NCLB accountability in all 50 states.The... - 1/1/09 - Center on Education Policy,
"This report by the Center on Education Policy (CEP) examines progress in raising achievement for students with disabilities. It also describes the factors that make it difficult to clearly discern achievement trends for this subgroup. The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization, and come from the state reading and mathematics tests used for NCLB accountability in all 50 states. The trends discussed in this report... - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education (Martinez, Nellis, & Prendergast,2006). Further, RTI focuses on the frequent monitoring of student progress using formative* and summative*1 assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery... - 1/1/08 - Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis,, D. J.
This report from the Center on Instruction presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or...
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