Making Sense of Spring 2021 Assessment Results

Autor/inn/en	Dadey, Nathan; Keng, Leslie; Boyer, Michelle; Marion, Scott
Institution	National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
Titel	Making Sense of Spring 2021 Assessment Results
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Summative Evaluation; Student Evaluation; Test Use; Test Interpretation; Scores; Test Validity; COVID-19; Pandemics; Measurement + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Testanwendung; Test analysis; Testauswertung; Testvalidität; Messverfahren
Abstract	State summative educational assessment is about to begin in earnest. Rightfully, many are raising questions about the quality, meaning, and appropriate use of the assessment results. This document was written to support state educational agencies (SEAs) and their assessment providers in devising effective and efficient analysis plans. This document outlines two key strands of analyses for the spring 2021 assessment results: operational and investigative. The operational stand deals with analyses meant to support the "technical quality" of assessment scores and the intended interpretation(s) of the assessment results. The investigative strand deals with analyses meant to aid in understanding the "effects" of pandemic-related disruptions on student performance. Taken together, these two related strands make up a framework that is meant to help SEAs and their assessment providers make sense of student performance on spring 2021 summative assessments. This framework, and the recommendations in this report, are informed by emerging work in educational measurement as well as prior publications in this field. First, a logic model for structuring analyses based on spring 2021 data is presented, which is followed by a summary of the operational and investigative strands of analyses. For each strand a non-exhaustive list of questions and related analyses is presented. The report concludes with considerations for implementing these analyses. This framework is meant to support planning "now," rather than waiting for scores to be returned. Assessment administration this year will be quite different from normal in most cases, requiring additional analyses conducted on accelerated timelines. (ERIC).
Anmerkungen	National Center for the Improvement of Educational Assessment. P.O. Box 351, Dover, NH 03821. Tel: 603-516-7900; Fax: 603-516-7910; e-mail: recep@nciea.org; Web site: http://www.nciea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01