Many state assessments incorporated more sophisticated response formats to better assess college- and career-readiness¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Many state assessments incorporated more sophisticated response formats intended to better assess students' college- and career-readiness. → Troppe 2017

Evidence¶

Troppe 2017¶

Troppe, P., Milanowski, A. T., Heid, C., Gill, B., & Ross, C. (2017). Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee

q2 · i? · associational · r2

Descriptive finding from the study's examination of state content standards and assessments in math and reading/ELA using state surveys and documents. The report states that "Many state assessments incorporated more sophisticated response formats to better assess students’ college- and career-readiness." No effect size is printed.

"Many state assessments incorporated more sophisticated response formats to better assess students’ college- and career-readiness."

Discussion¶

Related Claims¶

• Most states adopted and most principals and teachers reported implementing college- and career-readiness-focused state standards in 2013-14 — related
• The study is the first to examine whether PARCC assessments identify students who are ready for college, and it was commissioned to inform Massachusetts's decision between MCAS and PARCC — related
• Composite accountability indicators such as A–F letter grades fail to capture the cognitive and noncognitive competencies of deeper learning and college and career readiness — related