Center for Research on Evaluation, Standards, and Student Testing (CRESST)

Assessment of POWERSOURCE

Building on its own prior research, the Center developed POWERSOURCE, an assessment intervention emphasizing fundamental mathematical principles essential to student success in first year algebra. The assessments were designed to help students organize their mathematical knowledge into big ideas or schema. The intervention also included professional development to enable teachers to understand the POWERSOURCE assessments and their underlying mathematical principles, and to use them to improve teaching and learning.

In a randomized study involving seven school districts, more than 90 teachers, and over 4000 students, Center researchers examined the impact of POWERSOURCE on student learning. Within schools, all sixth, seventh, and eighth grade mathematics teachers are participating. A cohort of sixth grade students were followed from the beginning of sixth grade through the end of their eighth grade year. Three of the districts used a within-school design where random assignment was accomplished within each school. The impact of POWERSOURCE on student learning was compared with that of schools' standard instruction and test preparation conditions. Participating schools were in Pennsylvania and Hawaii.

Assessment of English Language Learning Students: Review of Literature
The No Child Left Behind Act of 2001 had a significant impact on states' English language learner assessment policies. In particular, the legislation mandated that English language learning students were: (a) subject to annual assessments of English language development, and (b) included in annual state assessments and yearly progress performance targets. Many states rushing to meet these federally mandated requirements found that they lacked the expertise, time, or resources to systematically document or address many fundamental issues related to the assessment of English language learning students.

To provide guidelines for the appropriate development and use of English language learning assessments, the Center completed a review of the relevant research literature. This literature review: (a) examined issues related to the overall validity and reliability of the instruments; (b) reported the latest research findings, focusing on the construct validity of the assessments; and (c) reviewed issues in the assessment of content knowledge.

Providing Support to States to Improve the Assessment of English Language Learners: Test Validity, Designation, and Test Accommodation Use
Although the validity of assessments designed for English language learning students has been a topic of expert recommendation, relatively little rigorous research has been conducted examining the validity of existing instruments. This project aimed to: (a) help educators understand and improve the performance of English language learners by investigating the validity of their assessments, and (b) provide states with much needed guidance to improve the validity of their assessments for English language learning students.

In partnership with three to four collaborating states, the Center analyzed available data and existing documents in order to: (a) understand the nature and validity of states' current English language learner assessment practices, (b) prioritize needs, and (c) provide preliminary recommendations for improving the validity of their assessments and decision making. In addition, the Center conducted targeted, experimental studies in two states in order to provide scientifically based evidence on which to base decisions about English language learner assessment practices and policies. By the end of the project, the Center developed, revised, and disseminated specific guidelines that states may use to guide their English language learner assessment policy and practice decisions. In addition, the Center made available a usable, generalized methodology and tools for examining critical assessment validity issues as they emerge.