Center resources to support valid assessment systems.
How can assessment systems be reimagined so that evolving educator practices are likely to lead to positive outcomes for every English Learner?
The problem with existing assessment systems is they largely lack capacity to properly measure the knowledge and growth of English Learners.
We’ve taken a couple of steps... teaching students about contextual understandings and analytic practices in the disciplines, but we still test them as if language development is a linear sequence. The two have to meet somewhere.”
Director, National Research & Development Center to Improve Education for Secondary English Learners
“A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades.” Margaret Heritage, WestEd, Caroline Wylie, ETS, Molly Faulkner-Bond, WestEd, and Aída Walqui, WestEd
Brief I: Perspective on Language Learning, Margaret Heritage, WestEd, and Caroline Wylie, ETS
Brief II: An Argument-Based Approach to Validity, Margaret Heritage, WestEd, and Caroline Wylie, ETS
Brief III: Inverting the Assessment System, Caroline Wylie, ETS, and Margaret Heritage, WestEd
Brief IV: Using a Community of Practice Approach to Evaluate the Validity Argument for Classroom-Based Assessment, Caroline Wylie, ETS, and Margaret Heritage, WestEd
“A New Beginning.” Li Cai, Director, CRESST