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Direct linkDerek C. Briggs – Educational Measurement: Issues and Practice, 2024
This article provides a history of the two large-scale assessment consortia that were funded in 2010 as part of the Race to the Top Competition, the Partnership for the Assessment of Readiness for College and Career (PARCC), and the Smarter-Balanced Assessment Consortium (SBAC). I compare the goals the consortia were funded to meet between 2011…
Descriptors: Consortia, Educational Assessment, Student Evaluation, Evaluation Methods
Chia, Magda Y. – Applied Measurement in Education, 2014
The Smarter Balanced Assessment Consortium (Smarter Balanced) serves over 19 million primary, middle, and high school students from across 26 states and affiliates (Smarter Balanced, n.d). As one of the two Race to the Top (RTT)-funded assessment consortia, Smarter Balanced is responsible for developing formative, interim, and summative…
Descriptors: State Standards, Academic Standards, Educational Assessment, English Language Learners
Download full textLinquanti, Robert; Cook, H. Gary – Council of Chief State School Officers, 2013
The U.S. Department of Education (USED) requires states participating in either of the two Race to the Top assessment consortia (Smarter Balanced Assessment Consortium and Partnership for Assessment of Readiness for College and Careers [PARCC]), as well as those participating in either of the two Enhanced Assessment Grant (EAG) English language…
Descriptors: Student Evaluation, Second Language Learning, Language Proficiency, Politics of Education
Linquanti, Robert; Cook, H. Gary – Council of Chief State School Officers, 2013
States participating in the four federally-funded assessment consortia are required to establish a "common definition of English Learner." This includes the two Race to the Top academic assessment consortia and the two Enhanced Assessment Grant English language proficiency (ELP) assessment consortia. This paper provides guidance that…
Descriptors: English Language Learners, Definitions, Consortia, Educational Legislation
National Center on Educational Outcomes, University of Minnesota, 2011
As the Race-to-the-Top Assessment Consortia develop their assessments, they will need to develop shared accommodations policies to ensure that their tests are used in consistent ways across the participating states. Developing a common set of accommodations policies will require that Consortium members recognize the divergent viewpoints that…
Descriptors: State Standards, Consortia, Federal Programs, Student Evaluation
US Department of Education, 2013
The Race to the Top Assessment program was authorized as part of the American Recovery and Reinvestment Act of 2009 (ARRA). In September 2010, the U.S. Department of Education (Department) awarded competitive, four-year grants to two consortia of states, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter…
Descriptors: Partnerships in Education, Career Readiness, College Readiness, Annual Reports
Braun, Henry – Measurement: Interdisciplinary Research and Perspectives, 2011
The focus article "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" by Black, Wilson, and Yao (this issue) is a veritable tour-de-force, covering a great deal of education ground while spanning the heights from models of the interplay among curriculum, pedagogy, and assessment to interpretations of student…
Descriptors: State Standards, Educational Change, Consortia, Accountability
Tamayo, Joaquin R., Jr. – Aspen Institute, 2010
On September 2, 2010, the U.S. Department of Education announced the winners of the $350 million Race to the Top Comprehensive Assessment Systems Competition: the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SMARTER). In his announcement, Secretary of Education Arne…
Descriptors: Careers, Federal Legislation, State Standards, Academic Achievement
Briggs, Derek C. – Partnership for Assessment of Readiness for College and Careers, 2011
There is often confusion about distinctions between growth models and value-added models. The first half of this paper attempts to dispel some of these confusions by clarifying terminology and illustrating by example how the results from a large-scale assessment can and will be used to make inferences about student growth and the value-added…
Descriptors: Value Added Models, Language Usage, Measurement, Inferences
Bunch, Michael B. – Language Testing, 2011
Title III of Public Law 107-110 (No Child Left Behind; NCLB) provided for creation of assessments of English language learners (ELLs) and established, through the Enhanced Assessment Grant program, a platform from which four consortia of states developed ELL tests aligned to rigorous statewide content standards. Those four tests (ACCESS for ELLs,…
Descriptors: Test Items, Student Evaluation, Federal Legislation, Formative Evaluation
