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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.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-common-language-for-discussing-the-goals-characteristics-and-components-of-balanced-assessment-systems/584233/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-common-language-for-discussing-the-goals-characteristics-and-components-of-balanced-assessment-systems/584233.png","ImageObject",300,407,{"name":42,"@type":43},"Kyle","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the document say assessment is?","Question",{"text":63,"@type":64},"Assessment is described as a process for making inferences about individuals or groups based on evidence. 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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.  \nKirsten Baesler (North Dakota), President  \nCarissa Moffat Miller, Chief Executive Officer  \nAUTHORS:  \nE. 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  \nOne Massachusetts Avenue, NW Suite 800  \nWashington, DC 20001 Phone (202) 336-7000 Fax (202) 408-8072 [www.ccsso.org](www.ccsso.org)  \nEducational Assessment  \nSuggested 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/)  \n© 2024 by the Council of Chief State School Officers. All rights reserved. 2  \n~~ ~~ TABLE OF CONTENTS  \nINTRODUCTION ............................................................................... 4  \nWHAT IS MEANT BY ASSESSMENT? ....................................................... 5  \nWHAT IS MEANT BY A BALANCED ASSESSMENT SYSTEM? ........................... 8  \nI. COHERENCE ............................................................................. 10  \nII. CONTINUITY ............................................................................ 11  \nIII. COMPREHENSIVENESS .............................................................. 11  \nIV. UTILITY ................................................................................. 11  \nV. EFFICIENCY ............................................................................. 12  \nVI. FAIRNESS .............................................................................. 12  \nCOMMON COMPONENTS OF ASSESSMENT SYSTEMS ................................ 14  \nI. FORMATIVE ASSESSMENT ........................................................... 14  \nII. INTERIM ASSESSMENT ............................................................... 15  \nIII. DIAGNOSTIC ASSESSMENT ......................................................... 17  \nIV. SUMMATIVE ASSESSMENT .......................................................... 17  \nSUMMARY ..................................................................................... 19  \n3  \n~~ ~~ INTRODUCTION  \nIn 2020, the Council of Chief State School Officers (CCSSO) created a new collaborative: Balanced Assessment Systems. This Collaborative was established to support state  \nleaders and leaders within their districts in the design, implementation and evaluation of comprehensive assessment systems that (directly or indirectly) inform teaching and learning.  \nWhile 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","cbCaiaPOi5qRVVWY","https://ap.wps.com/l/cbCaiaPOi5qRVVWY","pdf",19033775,"English","# Introduction\n# What Is Meant by Assessment?\n# What Is Meant by a Balanced Assessment System?\n## I. Coherence\n## II. Continuity\n## III. Comprehensiveness\n## IV. Utility\n## V. Efficiency\n## VI. Fairness\n# Common Components of Assessment Systems\n## I. Formative Assessment\n## II. Interim Assessment\n## III. Diagnostic Assessment\n## IV. Summative Assessment\n# Summary","[{\"question\":\"What does the document say assessment is?\",\"answer\":\"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.\"},{\"question\":\"What is a balanced assessment system according to the document?\",\"answer\":\"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.\"},{\"question\":\"How does the document differentiate formative, interim, diagnostic, and summative assessment?\",\"answer\":\"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.\"}]","A Common Language for Discussing the Goals, Characteristics and Components of Balanced Assessment Systems | PDF",1792050282,48]