In an updated version of its 2016 report on a state scan of states’ status on K-2 assessments, ACT reported that states adapted to three changes of implementing K-2 assessments in local districts: (1) changes of teacher evaluations in ESSA; (2) federal funds fo
TILSA focuses on technical issues that state leaders face in implementing, developing, and maintaining their large-scale assessments. These issues include psychometric challenges, innovative design approaches, comparability, and validity of claims and test results.
The Assessing Special Education Students (ASES) collaborative supports states as they enhance their assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities.
This document is intended for chief state school officers, district leaders, and school administrators to provide them with fundamental insights about formative assessment.
Test security is a critical issue for many states and districts. Cheating and test piracy (stealing of test forms or items) pose major threats to the validity of test score interpretation and the credibility of large scale assessment programs.
In 2012, the Council of Chief State School Officers’ Technical Issues in Large-Scale Assessment (TILSA) State Collaborative on Assessment and Student Standards (SCASS) launched a special project to assist states in proactively addressing potential security problems.
Large-scale academic assessments have played a dominant role in U.S. federal and state education policies over the past couple of decades.
This handbook focuses primarily on equating test forms.
The Technical Issues in Large Scale Assessment (TILSA) collaborative focuses on technical issues that state leaders face with their large-scale assessments and opportunities for innovation.
The purpose of this document is to provide a framework to support states who want to take action on advancing efficient and effective systems of high quality assessments and learn from those who already have taken action.