Some states are separating test design and development from test administration, scoring, and reporting. Specialization like this is a proven approach to managing complex development processes, much like the construction industry uses architects and builders.
Data informs almost everything at Little Falls Township Public Schools in New Jersey, from the electives that are offered to the extracurricular activities available after school.
Last spring, New Meridian hosted a dozen chief state school officers at our annual convening on assessment literacy, which focused on assessment as a lever for equity and change. Interestingly, the topic that prompted the most interest this year was risk and how to manage the many complex components of a state testing program.
Dr. Tracy Gardner, who leads New Meridian’s test design and development efforts, has more than 20 years of operational experience with considerable expertise in measurement, assessment design and development, and psychometrics.
A new report published by Bellwether Education Partners showcases “trailblazing states” that are making big, public reforms around innovation in state assessment.
At an event to score state summative test items, the deep intellectual engagement, regular reference to classroom experience, familiarity with the standards and deep understanding of student development at each grade level was striking.
More than 330 tasks were scored over five days by 78 teachers from five states and education systems, all of whom were gathered in Austin, Texas, to review New Meridian test content to be used in their state summative test designs.
New Meridian is proud to participate in the National Conference on Student Assessment sponsored by the Council of Chief State School Officers (CCSSO) next week.
Several times a year, we gives readers an in-depth look at the thought process that goes into the production of New Meridian test questions and performance tasks. The goal is to better understand how test items align with academic standards to produce high-quality assessments.
Roughly 20 million Americans were enrolled in two- and four-year colleges across the United States last year, a figure that sounds impressive until you realize that only about 57 percent of U.S. students actually graduate. More than a third never receive a credential of any kind—and the impact is profound.