An Introduction to Considerations for Through-Year Assessment Programs: Purposes, Design, Development, Evaluation

Autor/inn/en	Dadey, Nathan; Gong, Brian
Institution	Smarter Balanced Assessment Consortium
Titel	An Introduction to Considerations for Through-Year Assessment Programs: Purposes, Design, Development, Evaluation
Quelle	(2023), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; Progress Monitoring; Summative Evaluation; Standardized Tests; Educational Assessment; Program Design; Testing; Evaluation Methods; Instruction; State Standards; Theories; Validity; Test Construction; Test Content; Program Evaluation; Educational Legislation; Elementary Secondary Education; Federal Legislation + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Education; assessment; Bewertungssystem; Programme design; Programmaufbau; Programmplanung; Testdurchführung; Testen; Teaching process; Unterrichtsprozess; Theory; Theorie; Gültigkeit; Testaufbau; Testaufgabe; Programme evaluation; Programmevaluation; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This document is written primarily for policy makers and state department of education staff who are considering through-year assessments, as well as consultants and contractors state departments rely on. The document identifies essential things to consider when designing or evaluating a through-year assessment program. The paper is organized into five sections. The first section provides a definition of through-year assessment, the main motivations and purposes for through-year assessments, and the tools for specifying an assessment design, including theories of action, claims, and validity arguments. The second section describes key design aspects that every through-year assessment program must address, and some options for those design aspects that distinguish through-year models. The third section discusses emerging examples of specific through-year assessment designs in terms of their design choices, challenges, and trade-offs. The fourth section provides suggestions for evaluating through-year assessment programs that go beyond current evaluation requirements for state summative assessments, such as federal Peer Review. The fifth and final section provides conclusions and a view to the future. (ERIC).
Anmerkungen	Smarter Balanced Assessment Consortium. e-mail: info@smarterbalanced.org; Web site: http://www.smarterbalanced.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01