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I. CEEE contributions
to the assessment and accountability
knowledge bases can be found on the following
Web pages:
In addition to onsite expertise, CEEE staff draw upon the following resources
to inform its assessment and accountability knowledge bases when provide
technical assistance and professional development services.
II. The assessment knowledge base
to which CEEE refers includes the following scientifically-based reading
research resources:
- CRESST
Technical Reports -- These full-text technical
reports on a variety of topics including program and student evaluation,
accountability, research methodology, and standards (including Jamal
Abedi's work on accommodations).
- CRESST
Guide Books -- Written to help teachers and administrators implement
assessment reform practices
III. The accountability knowledge base
to which CEEE refers includes the following
scientifically-based reading research resources:
- Compilation
of K-12 Content Standards. MCRel. Listed in both searchable and
browsable formats.
- Crafting
Coherence: How Schools Strategically Manage Multiple, External Demands.
(PDF) Meredith I. Honig and Thomas C. Hatch. See Volume 33, No. 8.
November 2004. Abstract: "Policy coherence" is an often
cited but seldom achieved education policy goal. We argue that addressing
this policy-practice gap requires a reconceptualization of coherence
not as the objective alignment of external requirements but as a dynamic
process....Crafting coherence includes: schools setting school-wide
goals and strategies that have particular features; schools using
those goals and strategies to decide whether to bridge themselves
to or buffer themselves from external demands; and school district
central offices supporting these school-level processes. This definition
suggests new directions for policy research and practice.
IV. Additional Web sites on assessment and
accountability
- WIDA
-- WIDA is a consortium of states dedicated to world-class instructional
design and assessments for English language learners that are fair,
reliable, and reflect best instructional and assessment practices.
To this end, the WIDA Consortium has developed English language proficiency
standards and an English language proficiency test (ACCESS for ELLs™)
and is developing a system of alternate academic assessments for English
language learners (Academic SUCCESS™).mention link to our WIDA
project at end). Information on the CEEE
project for WIDA.
- NCES/National
Assessment of Educational Progress -- The education assessment
staff creates, designs, develops, implements and reports on the National
Assessment of Educational Progress at the national level and coordinates
assessment and related data collection activities with the states.
The staff also conducts a variety of other related education assessment
studies. Information on the CEEE
project for NCES.
- CDDRE
Web site -- The Center for Data-Driven
Reform in Education focuses on helping low-performing schools meet
their states' academic performance standards
- The
Council of Great City Schools -- The CGCS is a coalition of 65
of the nation's largest urban public school systems whose work includes
a number of reports on urban student achievement gaps, teacher quality,
and ELLs.
- MCRel's
Assessment and Accountability resources -- Contains issues reports,
policy reports, and research to help schools create a culture of data
use through valid, standards-based classroom assessments and data-driven
decision making.
- National
Institute on Student Achievement, Curriculum, and Assessment --
One of five Institutes created by the Educational Research, Development,
Dissemination, and Improvement Act of 1994. Located within the Office
of Educational Research and Improvement (OERI) at the U.S. Department
of Education, the Institute's purpose is to research core content
areas, curriculum framework development, and assessment development.
The website has information on standards, grants, and research centers.
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