Resources

 

Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards

Ensuring all students are college and career ready will mean that that states take time to update and upgrade all of their content standards. Simply focusing on the subjects in the Common Core State Standards-English language arts and mathematics-will not enable us to meet this promise to all students. The College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards, currently under development by the National Council on Social Studies (NCSS), will ultimately focus on the disciplinary and multidisciplinary concepts and practices that make up the process of investigation, analysis, and explanation which will be informative to states interested in upgrading their social studies standards.

 

Transition to High-Quality, College- and Career-Ready Assessments: Principles to Guide State Leadership and Federal Requirements

States across the nation are implementing comprehensive reforms to ensure that all students graduate with the knowledge and skills required for success in postsecondary education and the workforce. As part of this effort states will be transitioning to new, high-quality assessments aligned with the Common Core State Standards (Common Core) or state College and Career Readiness (CCR) standards, including assessments developed by the PARCC and Smarter Balanced consortia. We must move forward in our efforts to ensure that every child receives a solid education. CCSSO specifically rejects a moratorium on accountability. At the same time, we must be thoughtful about how we evaluate teachers and use test results in school consequences. The purpose of this document is to present key principles that will guide state leadership in this assessment transition and to address several immediate state-federal issues in that regard.

 

Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness Policies

CCSSO and the Aspen Institute released a set of recommendations for forging coherence across common core and educator effectiveness. Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness Policies, suggests ten actions for state leaders to strengthen state implementation of Common Core State Standards and meaningful teacher evaluations.

 

Toward a “Common Definition of English Learner”

States participating in the Smarter Balanced or Partnership for Readiness for College and Career (PARCC) assessment consortia as well as those participating in either of the two English language proficiency assessment consortia are required to establish a “common definition of English Learner.” Each state having a definition of English learner that agrees with the definition adopted by the consortia is clearly desirable, yet presents substantial challenges that will call for a carefully coordinated, multiyear effort within and across consortia member states.

 

A Practitioner's Guide to Growth Models

A Practitioner's Guide to Growth Models clearly describes different ways to calculate student academic growth and to make judgments about the adequacy of that growth. It helps to clarify the questions that each model answers best as well as the limitations of each model.

 

Distinguishing Formative Assessment from Other Educational Assessment Labels

The FAST SCASS has identified a modest collection of the labels that are currently used to describe various educationalassessment types. Assessment, in our view, includes more than traditional paper-and-pencil testing,although paper-and-pencil tests do, indeed, represent one useful way for educators to arrive at inferencesabout students' current knowledge and skills. In a context of formative assessment, evidence gathering mayrange from dialogic conversations that enable teachers to elicit student thinking, to student peer- or selfassessment,to the completion of elaborate, extended-duration tasks.

 

A Practitioner's Introduction to Equating

A Practitioner's Introduction to Equating

 

TILSA Test Security Guidebook

As the testing environment is shifting with new reliance on technology, common tests across states, and more personal stakes for educators, the security of state testing programs will be acutely important. The Test Security Guidebook is intended to be a resource for states to prevent, detect, and investigate test security irregularities as assessment and accountability systems undergo major changes.

 

Toolkit for Evaluating Alignment of Instructional and Assessment Materials

In joint partnership, CCSSO, Achieve, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each tool in the Toolkit supports the expectations in the CCSS and derives from the Publishers’ Criteria for the Common Core State Standards.

 

Operational Best Practices for Statewide Large-Scale Assessment Programs - Version 2013

Operational Best Practices for Statewide Large-Scale Assessment Programs - Version 2013