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Using Formative Assessment to Improve Student Achievement in the Core Content Areas: Southeast Comprehensive Center Briefing Paper, January 2012 (2012)|
Since 2001, federal laws such as the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) 2004 have made raising student achievement standards the center of our national conversation. Consequently, educators have increasingly turned their attention to exploring the potential of formative assessments as one approach to increasing student outcomes in order to meet federal and state accountability requirements.
Latest Evidence on the National Staff Development Council's Standards Assessment Inventory (2009)|
In 2003, SEDL developed the Standards Assessment Inventory (SAI) for the National Staff Development Council (NSDC), based on the NSDC's standards which reflect the theoretical foundations and promising practices in school-based professional development literature. This research brief summarizes SEDL's research and development on the SAI to date, with specific emphasis on its psychometric properties, and presents the latest evidence on how teacher professional development contributes to student achievement.
Southeast Comprehensive Center eBulletin, Volume 4, Number 2: Adopting Rigorous College- and Career-Ready Standards and High-Quality Assessments (2009)|
In this edition of the eBulletin, we highlight the issues of raising standards, ensuring access to rigorous curricula and assessments, and ensuring that every child is both work and college ready upon graduation. With the increased emphasis placed on these issues in recent years through the No Child Left Behind Act of 2001 (NCLB) and the American Recovery and Reinvestment Act, and through a growing body of research in this area, our nation is actively addressing the issues of college and work readiness.
Rapid Response: Eighth-Grade Technology Literacy Assessment (2008)|
This paper was produced by SEDL’s Southeast Comprehensive Center (SECC) in response to the request, “What are states in the southeastern region using as assessment tools for No Child Left Behind (NCLB) eighth-grade technology literacy?” The SECC conducted a comparative study of 16 states to address the question.
Reading Assessment Database for Grades PreK–3 (2006)|
This database, a complementary tool to the Cognitive Foundations of Learning to Read: A Framework, enables reading teachers to search for preK–3 reading assessments that test the framework's 14 reading skills.