Use of data from 21st century skills assessments: Issues and key principles
The main purpose of this publication from the Center for Universal Education (CUE) at the Brookings Institution is to provide guidance on how data from 21st century skills assessment can be used and interpreted in terms of learning outcomes to inform teaching and learning. Towards this purpose, we put forward actionable recommendations that are both applicable and relevant to the current state of assessing these 21st century skills to enhance learning outcomes, as well as forward-looking in anticipating the future of assessment. In this publication, we consider the purposes of collecting student achievement data associated with 21st century skills, discuss how these data are currently used in various contexts and the challenges associated with each, and finally provide key principles for effective data use both generally and specific to major stakeholders.
More on the Brookings website; download the full report here
NCME Announces New Journal, the Chinese/English Journal of Educational Measurement and Evaluation
NCME and Beijing Normal University (BNU) are pleased to announce the establishment of the Chinese/English Journal of Educational Measurement and Evaluation (CEJEME；教育测量与评估双语季刊). CEJEME will be co-edited by Professors Li Cai (UCLA) and Tao Xin(BNU). The journal will be published electronically, beginning in 2020, with all articles presented in both English and Chinese. The mission of the journal is to share advances in scholarship and practice between China and the assessment and evaluation communities in the US and beyond. CEJEME will:
- Give members of the Chinese assessment and evaluation communities a vehicle for disseminating their advances in scholarship and practice to members of the assessment and evaluation communities around the world; and
- Give assessment and evaluation community members outside of China a vehicle for sharing their advances in scholarship and practice with their Chinese colleagues.
Advancing Human Assessment
The Methodological, Psychological and Policy Contributions of ETS
Editors: Bennett, Randy, von Davier, Matthias (Eds.)
This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS)
This book is open access under a CC BY-NC 2.5 license (free download)