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Over the past four years, CADRE has been involved in a Research-Practice Partnership with assessment specialists from the organization Curriculum Associates on a project that is exploring innovations in the presentation and interpretation of student growth from large-scale educational assessments. CADRE鈥檚 central innovation in this space is what we have...

This study aims to analyze in-service elementary teachers鈥� reactions to a prototype for reporting content referenced growth on a widely used commercial assessment, Curriculum Associates鈥� i-Ready Diagnostic. Created through a partnership between CU Boulder and Curriculum Associates, the score reporting prototype is intended to support teachers, parents, and students in interpreting both the status of student understanding at one point in time and their growth in understanding across points in time.

A number of foundational skills contribute to students鈥� growth toward skilled reading, including phonics knowledge. In this report, we examine how phonics knowledge develops from kindergarten through third grade by considering a theory of reading development known as orthographic mapping and by examining how the difficulties of i-Ready Diagnostic phonics items change from grade to grade.

This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.

This report provide a descriptive look at patterns of 鈥渟ummer learning loss鈥� (SLL) in reading and mathematics for elementary and middle school students who use the i-Ready Diagnostic assessment system produced by Curriculum Associates. SLL in math amounts toabout 30 to 40% of school year growth depending on the grade in question. The score decreases are smaller in reading, ranging from about 10 to 20% of school year growth.

See Derek Briggs deliver the NCME 2022 Presidential Address in San Diego (April 23, 2022): 鈥淭urning the Page to the Next Chapter in Education Measurement鈥�. Dr. Briggs provides a big-picture view of the field of educational measurement, and discusses the opportunities and challenges that lay ahead in the 21st Century.鈥�

Professor Derek Briggs uses simulation and argument to caution researchers and practitioners alike about a misinterpretation that is possible whenever growth in student achievement from fall to spring during a school year is being compared to growth from spring to the subsequent fall with summer months in between. In such a scenario it is a predictable outcome that students who show above average growth during the school year will tend to show below average growth during the summer. The misinterpretation is to view this sort of pattern (or its converse) as a sign of summertime activities among a subset of students that require some targeted intervention or modification. Such interpretations are confounded by the famous statistical artifact of regression to the mean.

By Derek C. Briggs and Erin Marie Furtak. Learning progressions have great potential as an organizing framework for classroom instruction and assessment. However, successful implementation of this framework hinges upon developing a curriculum-embedded system of student assessment. In this chapter, an approach to meeting this challenge is illustrated in the context of a learning progression in science that crosses the disciplinary boundaries of physics, chemistry and biology in a high school setting.

By Derek C. Briggs and Jessica L. Alzen. Observation protocol scores are commonly used as status measures to support inferences about teacher practices. When multiple observations are collected for the same teacher over the course of a year, some portion of a teacher鈥檚 score on each occasion may be attributable to the rater, lesson and time of year of the observation.

By Derek C. Briggs, Rajendra Chattergoon, and Amy Burkhardt. The process of setting and evaluating Student Learning Objectives (SLOs) has become increasingly popular as an example where classroom assessment is intended to fulfill the dual purpose use of informing instruction and holding teachers accountable.