Measurement – Page 7 – Embrace the Absurd

Growing Pains

Charlie DePascale “To ensure greater flexibility in tracking individual students’ annual progress, growth models provide states with more options for a nuanced accountability system, while adhering to the core principles of No Child Left Behind.” — Secretary of Education Margaret Spellings It all seemed so simple in 2005 when states wanted to include growth inContinue reading “Growing Pains”

We hold these truths to be self-evident…

Charlie DePascale (assisted by the words of Thomas Jefferson) We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. When in the course of human events, significant resources are allocated to educationalContinue reading “We hold these truths to be self-evident…”

Interval Scales, Unicorns, and Non-stick Pans

Charlie DePascale There are certain things that you hear about for the first time and with all your heart you want them to be real. Although your brain tells you to be skeptical, you desperately want those things to exist and to have the magical powers that people ascribe to them. For me,Continue reading “Interval Scales, Unicorns, and Non-stick Pans”

Goals: Assets or Distractions

A noticeable difference between NCLB and ESSA is that ESSA is devoid of explicit goals. Yes, one could argue that “Every Student Succeeds” is a goal. I am still hedging my bet, however, on whether people will treat that tagline as a goal or as a policy statement, as in every student succeeds becomes theContinue reading “Goals: Assets or Distractions”

If a tree falls in the forest…

“…once upon a time, researchers simply published their research in professional journals – and there it stayed. However, my colleagues and I learned things we thought people needed to know.” The quote above from an EdWeek commentary is Carol Dweck’s explanation for why she published her book Mindset: The New Psychology of Success. Likewise, asContinue reading “If a tree falls in the forest…”

Faith and Validity

Pondering validity on the occasion of Pope Francis’ visit to the United States From Kane back to Ebel , there are religious overtones, sometimes thinly veiled, to discussions of validity as the alpha and the omega of educational measurement. Without validity, there is no measurement. Validity was in the beginning, is now, and ever shallContinue reading “Faith and Validity”

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”

What’s In A Name?

Aligning achievement levels and assessments This is the second of three posts based on a workshop presented in April 2015 at the annual conference of the New England Educational Research Organization. Proficient. The passing of NCLB made it a national goal that 100% of students would be Proficient by 2014; and the law made itContinue reading “What’s In A Name?”

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”

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”