Resource Library

The Center on Standards and Assessment Implementation (CSAI) reviews a variety of resources, ranging from guidance documents, research papers, and policy briefs to tools and websites aimed at supporting state and local education agency leadership in making decisions about their standards, assessment programs, and accountability systems. Reviewed resources are added monthly. 

From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction

This research report shares the results of a mixed methods qualitative study of interim assessment use in mathematics in eight relatively high performing elementary schools from two Pennsylvania school districts, Philadelphia and Cumberland. Both districts used the same curriculum and offered...

Type: Knowledge
Number of views: 77
Date created: 03/23/2017 - 15:22

Interim Assessment Practices and Avenues for State Involvement

This report was commissioned by the Technical Issues in Large Assessment SCASS (State Collaborative on Assessment and Student Standards) Testing of the Council of Chief State School Officers. The report defines interim assessment, differentiates it from formative assessment, and describes how...

Type: Knowledge
Number of views: 81
Date created: 03/22/2017 - 14:30

Implementing Benchmark Testing for Formative Purposes: Teacher Voices About What Works

This article reports on the results of focus groups with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia. The study found that teachers’ use of benchmark assessment results was influenced by perceived quality of test items,...

Type: Knowledge
Number of views: 38
Date created: 03/22/2017 - 14:11

The Instructional Influence of Interim Assessments: Voices From the Field

This chapter provides a review of the literature on the rationale for the use of data to improve instruction and findings on how interim assessments may be used for formative purposes, how teachers analyze and use interim data, and the factors that influence use. The authors also share the results...

Type: Knowledge
Number of views: 32
Date created: 03/22/2017 - 14:04

Creating a System for Data-Driven Decision-Making: Applying the Principal-Agent Framework

This study used principal-agent theory to inform understanding of how systems (districts) can promote data-driven decision making. The study is based on case studies in four urban school systems and focuses on elementary schools’ data use.  Study authors highlight three major study findings:  First...

Type: Knowledge
Number of views: 98
Date created: 03/22/2017 - 13:19

Making the Most of Interim Assessment Data: Lessons from Philadelphia

This report shares the results of Research for Action’s (RFA) multimethod study of the use and impact of interim assessments in 10 low performing elementary schools in Philadelphia. Interim assessments were a central component of the district’s “Managed Instruction System” (MIS), which also...

Type: Knowledge
Number of views: 78
Date created: 03/21/2017 - 16:44

Evaluating Information: The Cornerstone of Civic Online Reasoning

"Evaluating Information: The Cornerstone of Civic Online Reasoning" is an executive summary of the Stanford History Education Group's recent project to develop and validate assessments of students' ability to evaluate information they read online. The research included students in middle schools,...

Type: Knowledge
Number of views: 1,648
Date created: 03/06/2017 - 16:36

Online Reading Comprehension Assessments

Online Reading Comprehension Assessments (ORCA) are tests of students' abilities to locate, evaluate, synthesize, and communicate information that they read online. Funded by a grant from the Institute for Education Sciences, the ORCA Project was a five-year research project to create, study, and...

Type: Knowledge
Number of views: 1,515
Date created: 03/06/2017 - 16:34

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