In June 2006, the Association of Test Publishers (ATP) and the Council of Chief State School Officers (CCSSO) began discussions to identify and publish a set of voluntary, non-regulatory best practices for states and testing companies to use to strengthen implementation of statewide testing programs in the United States conducted under the No Child Left Behind Act (NCLB). The original idea for developing a Best Practices guide actually originated in the U.S. Department of Education. This concept reflected a belief that such a document would facilitate quality testing practices for the benefit of everyone affected by state testing programs, including schools, parents, and students. Regardless of future legislative changes to the Elementary and Secondary Education Act (ESEA), states and testing companies will always find advantages from understanding what procedures help to form quality testing practices. The 2013 edition now addresses "technology-based assessments" - assessments delivered and/or taken by computer, including so-called "online" assessments, as well as those that are cached or remotely handled. The updated book also deals with programs using both technology-based and paper-based assessments.
A brochure for the ELDA product.
The purpose of this paper is to present an overview regarding how several states use a performance or proficiency index in their determination of adequate yearly progress (AYP) under the No Child Left Behind Act of 2001 (NCLB).
It is imperative that we transform the national education agenda so that each and every child may succeed. CCSSO, has worked in collaboration with members, partners and thought leaders to identify four areas of focus that will lead the systems change necessary for a true transformation of teaching and learning. Those areas are Next Generation Learning; Standards, Assessment, and Accountability; System of Educator Development; and Comprehensive Data Systems.
Alignment and the States: Three Approaches to Aligning the National Assessment of Educational Progress with State Assessments, Other Assessments, and Standards
This report will help states understand three alignment approaches: the National Assessment of Educational Progress (NAEP) Education Statistics Services Institute (ESSI) Procedural Manual; the Human Resources Research Organization (HumRRO) model; and the Surveys of Enacted Curriculum (SEC) model.
Lessons Learned: Implementing and Improving Comprehensive and Balanced Learning and Assessment Systems in High School - A Report for State Education Leaders - Final Report from the Delaware Enhanced Assessment Grant
The Delaware Enhanced Assessment Grant project was funded by the U.S. Department of Education as an initiative to assist 10 state departments of education teams, and local school district and high school teams, in implementing a comprehensive and balanced learning and assessment system with a strong emphasis on a formative classroom assessment component.
Learning About Assessment: Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools
In 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level. This effort aimed to help states, districts, and schools build familiarity with instruction that uses assessment as part of the learning process, a practice known as assessment for learning.
This report summarizes the U.S. Department of Education growth model pilot program from its inception through the conclusion of the pilot period when the growth model program was opened up to all states.
Learning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools
In 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level.
This document discusses the theoretical and practical issues states will face as they design andimplement statewide achievement growth models to be used with accountability systems. Examples of growth models in use are presented wherever possible. It is assumed that few state agencies will have staff with all the expertise needed to implement growth models, therefore information about when and how to contract for needed services is discussed.