A Common Language for Discussing the Goals, Characteristics and Components of Balanced Assessment Systems

Oct 15, 2026

Uploaded by Kyle

Provides a shared terminology and framework for balanced assessment systems focused on academic achievement. Explains what assessment means, then defines a balanced assessment system and clarifies six key characteristics—coherence, continuity, comprehensiveness, utility, efficiency, and fairness. Concludes by distinguishing formative, interim, diagnostic, and summative assessment categories, emphasizing that labels alone do not explain design elements such as alignment, frequency, and intended use of results for teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

What Is Meant by Assessment?

What Is Meant by a Balanced Assessment System?

I. Coherence

II. Continuity

III. Comprehensiveness

IV. Utility

V. Efficiency

VI. Fairness

Common Components of Assessment Systems

I. Formative Assessment

II. Interim Assessment

III. Diagnostic Assessment

IV. Summative Assessment

Summary

A Common Language for Discussing the Goals, Characteristics and Components of Balanced Assessment Systems The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, Bureau of Indian Education, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Kirsten Baesler (North Dakota), President Carissa Moffat Miller, Chief Executive Officer AUTHORS: E. Caroline Wylie, Senior Associate, the National Center for the Improvement of Educational Assessment, and Erika Landl, Senior Associate, the National Center for the Improvement of One Massachusetts Avenue, NW Suite 800 Washington, DC 20001 Phone (202) 336-7000 Fax (202) 408-8072 [www.ccsso.org](www.ccsso.org) Educational Assessment Suggested citation: Wylie, E. C., & Landl, E. (2024). A Common Language for Discussing the Goals, Characteristics and Components of Balanced Assessment Systems. Council of Chief State School Officers. [https://753a0706.flowpaper.com/CCSSOBASCommonLanguage/](https://753a0706.flowpaper.com/CCSSOBASCommonLanguage/) © 2024 by the Council of Chief State School Officers. All rights reserved. 2 ~~ ~~ TABLE OF CONTENTS INTRODUCTION ............................................................................... 4 WHAT IS MEANT BY ASSESSMENT? ....................................................... 5 WHAT IS MEANT BY A BALANCED ASSESSMENT SYSTEM? ........................... 8 I. COHERENCE ............................................................................. 10 II. CONTINUITY ............................................................................ 11 III. COMPREHENSIVENESS .............................................................. 11 IV. UTILITY ................................................................................. 11 V. EFFICIENCY ............................................................................. 12 VI. FAIRNESS .............................................................................. 12 COMMON COMPONENTS OF ASSESSMENT SYSTEMS ................................ 14 I. FORMATIVE ASSESSMENT ........................................................... 14 II. INTERIM ASSESSMENT ............................................................... 15 III. DIAGNOSTIC ASSESSMENT ......................................................... 17 IV. SUMMATIVE ASSESSMENT .......................................................... 17 SUMMARY ..................................................................................... 19 3 ~~ ~~ INTRODUCTION In 2020, the Council of Chief State School Officers (CCSSO) created a new collaborative: Balanced Assessment Systems. This Collaborative was established to support state leaders and leaders within their districts in the design, implementation and evaluation of comprehensive assessment systems that (directly or indirectly) inform teaching and learning. While there is general agreement among the Balanced Assessment Systems state and affiliate members regarding the need for thoughtfully designed systems of assessment, the terms used to discuss the characteristics and components of a balanced assessment system are often defined and used inconsistently. The Balanced Assessment Systems Collaborative believes that establishing a shared understanding of key terms is foundational to supporting stakeholders as they engage in meaningful discussions around assessment system design and implementation. Consequently, this document aims to institute a common language related to the goals, characteristics and c

FAQs

What does the document say assessment is?

Assessment is described as a process for making inferences about individuals or groups based on evidence. It may be brief or long and uses multiple types and sources of evidence.

What is a balanced assessment system according to the document?

A balanced assessment system is framed through six characteristics—coherence, continuity, comprehensiveness, utility, efficiency, and fairness—so that design and evaluation can be conceptualized and implemented consistently.

How does the document differentiate formative, interim, diagnostic, and summative assessment?

It explains four assessment categories and stresses that a label alone is insufficient. Understanding requires how each assessment is designed (e.g., alignment, frequency) and how results are intended to be used.

Oct 15, 2026

Uploaded by Kyle