Educational measurement begins in the real world. On that point there seems to be universal agreement. Where, however, does it end? Consensus on that question is not quite as strong. For a while now, I’ve had a nagging feeling that something was missing from our definition of educational measurement. Educational measurement has to end where it began; that is, in the real world.
Author Archives: Charlie DePascale
Meaningful Scales: Help Wanted
In their recent EM:IP article, Susan Brookhart and Sarah Bonner call on large-scale testing (i.e., traditional educational measurement) and classroom assessment to communicate and learn from each other. In that spirit, this week’s blog post asks whether classroom assessment can help us find more meaning in our annoyingly meaningless scales.
To Those Burrs In Our Saddle
I truly enjoyed reading the many posts describing the amazing work showcased at NCME in LA; and the positive, uplifting experience that the conference was for everyone. But in this week’s post I want to acknowledge the contribution of those who take it upon themselves to poke, prod, and noodge at every presentation and in response to every post. It takes a village and they are part of ours.
On Scales, Achievement Standards, and Trends
A bonus blog post in honor of #NCME2026 conference week. Last month I tugged on Superman’s cape when I suggested that preserving the NAEP trend might not be in our best interest. Today, I refresh a presentation from the early days of the CCSS, PARCC, and Smarter Balanced to clarify that reporting a NAEP trend is not the problem. Rather, the problem may be in the way that we in educational measurement and assessment tie trends to fixed achievement standards and scales.
How I Spent My Winter Mornings
They say that you can’t teach an old dog new tricks, but this past winter I decided to try to try my hand at solving the New York Times Crossword, something I had avoided doing to this point in my life. Along the way I acquired a little proficiency in solving crosswords, I remembered some important lessons about teaching and learning new skills, in general. Time will spent.
Assessing Assessment in April 2026
We’ve made it to April!
In the spirit of this season of rebirth and renewal, in this week’s TL: DR blog post I ponder and prophesy on the current state and future of our field.
The Significance* of NAEP
I wrap up my March series, NAEP by the Numbers, with the number .05 and a discussion of significance and differences. The significance of NAEP lies far beyond score differences within and across years that are statistically significant at the .05 level. Much of what makes NAEP significant is that it is different. Different from state tests. Different from tests administered by schools and districts. It serves a different purpose. A purpose for which it is well-designed. Simply put, NAEP is NAEP.
#NAEP250 – It’s Trending
“All good things must come to an end.” In the third post of my NAEP by the Numbers series, I ponder historically, philosophically, and a little bit technically, on whether that time has come for something that many believe are very good things – the NAEP trend lines.
Batting .500 with the NAEP Scale
In the second post of my NAEP by the Numbers series, I reflect on the NAEP 0-500 scales: both the Long Term Trend scale that stretches back to the 1970s and the new scale developed when NAEP began reporting state results some 35 years ago. At times, impressive. Other times frustrating. Love it or hate it, there’s nothing in our field quite like the NAEP scale.
20 at the 10th
For March, I’m planning a series of posts looking at NAEP by the numbers. The first two numbers are 20 and 10, as in the 20 students performing at the 10th percentile in reading and mathematics in a typical NAEP state sample. We’re all concerned that the bottom has been falling out of NAEP results, but my question is just how well we understand who those 10th percentile students are.
The 10th percentile sitting out there 1.28 sd from the mean is kind of an abstract concept, but a classroom-size sample of 20 kids is something we should be able to wrap our heads around.
Embrace the Absurd 