One in a Million, A Million to One

Interpreting Individual Student Performance on a Large-scale Assessment This is the third, and final, installment in a series of three posts based on a workshop presented in April 2015 at the annual conference of the New England Educational Research Organization. Across the land, there is a call for state assessments to provide more, better, andContinue reading “One in a Million, A Million to One”

The Best That We Can Do – Communicating Assessment and Measurement Information

Little ditty about Jack and Diane Two American kids growin’ up in the heartland Diane’s college-ready, Jackie – not so sure They took the new ISTEP, and got the same score   Charlie DePascale – This is the first in a series of three posts adapted from a workshop conducted at the 2015 annual conferenceContinue reading “The Best That We Can Do – Communicating Assessment and Measurement Information”

Shall we dance? The final steps in implementing a new assessment program

Charlie DePascale As Smarter Balanced, PARCC, and the other new college- and career-ready assessments proceed through their first operational administration, one might assume that all of the difficult design and development decisions are well behind them.  In reality, we are entering the final, and often most harrowing phase of the test design process.  Despite allContinue reading “Shall we dance? The final steps in implementing a new assessment program”

Psychometrician, Do No Harm

Charlie DePascale (Prepared for presentation on April 18, 2015 at the NCME annual conference in Chicago, IL) Last fall, I was asked to participate in a panel discussion, responding to questions from teachers on the broad topic of making use of assessments and data from assessments in the classroom. Over the course of the winter andContinue reading “Psychometrician, Do No Harm”

Standard Setting v. Setting Standards

Charles DePascale, Center for Assessment (NCIEA) January 2014 Over the next two years, Smarter Balanced (summer 2014) and PARCC (summer 2015) will engage in standard setting activities to determine the scores on their tests that classify student performance into a particular achievement level. By all accounts, those standard setting efforts will be massive, complex, andContinue reading “Standard Setting v. Setting Standards”

Taylor Swift, Headbanging, Summative Assessment & Actionable Information

Charlie DePascale, January 2014 Immediately following Taylor Swift’s performance during the Grammy Awards on Sunday night, Twitter exploded with reaction to Taylor’s emotional ‘headbanging’ while performing her ballad All Too Well. The hullaballoo made its way through internet news sites on Monday and should reach NBC News sometime next week or whenever Atlanta thaws outContinue reading “Taylor Swift, Headbanging, Summative Assessment & Actionable Information”