Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape
"This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised...
Testing Reduction Report
This report provides a number of recommendations to address important assessment issues in New York state. These issues include: test anxiety, assessment quality, and too much testing. The authors recommend the release of more test questions, greater use of adaptive testing, additional guidance to...
Better Tests, Fewer Barriers: Advances in Accessibility through PARCC and Smarter Balanced
As the title implies, this Center for American Progress publication provides an overview of the general movement toward increased accessibility for students with disabilities (SWDs) and English Language Learners (ELLs). The authors present statistics showing a substantial increase in the numbers of...
Assessment in Elementary and Secondary Education: A Primer
The following is a summary of this publication from the Congressional Research Service.
Supporting the Implementation of NGSS through Research: Assessment
From the authors: "The NGSS [Next Generation Science Standards] identify three dimensions essential for providing students with a quality science education: science and engineering practices, crosscutting concepts across domains of science, and disciplinary core ideas.
Assistive Technologies for Computer-Based Assessments
From the author: "This essay discusses the impact of technology on education and educational assessment, which is even more profound for test takers with disabilities and special needs."
Items in Action: Implementing Items in the Classroom - One State’s Perspective (NCSC Writing AA-AAS)
This resource describes Arizona's efforts to change educators' writing expectations and assessments for students with the most significant cognitive disabilities (SWSCD). It describes an initial pilot study and successful expansion of teacher expectations and understanding of writing for their...
Year 3 of Implementing the Common Core State Standards: Transitioning to CCSS-aligned Curriculum and Assessments for Students with Disabilities
This report by the Center on Education Policy (CEP) at The George Washington University describes the activities being undertaken by states to help districts, schools, and teachers prepare students with disabilities for the transition to CCSS-aligned curricula and assessments.