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Standardized scales work for tracking general progress, while equating prevents valid diagnostic information about specific curricular content.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What practical limitations are described for using large-scale standardized tests for diagnostics?",{"text":68,"@type":64},"It argues that large-scale, structurally standardized assessments cannot deliver the insights educators need for day-to-day instruction beyond total scores and broad interpretations.",{"name":70,"@type":61,"acceptedAnswer":71},"What part of formative assessment requires internal sense-making?",{"text":72,"@type":64},"The document emphasizes sense-making as the portion of formative assessment that cannot be outsourced. 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(2022) . A Question District Leaders Need to Ask More Often: What Parts ofFormative Assessment Can ’t Be Outsourced? Chicago, IL: Center for Urban Education Leadership. Retrieved from  \n[http://www.urbanedleadership.org](http://www.urbanedleadership.org)  \nThe Center for Urban Education Leadership (CUEL) is a research and development center housed in the College of Education at the University of Illinois at Chicago in Chicago IL, USA. The center is directed by Dr. Shelby Cosner. The center includes researchers, developers, and policy advocates with expertise in educational leadership, organizational development, continuous improvement, and equity/social justice. The center is driven to use its expertise and passion to IMPACT the lives of PK-12 urban students locally and throughout the world.  \nIndependently and in collaboration with other research/development organizations, CUEL has secured over $ 16 million to fuel a broad assortment of research and development projects. Learn more about our work at:  \n[https://urbanedleadership.org](https://urbanedleadership.org)  \nTable of Contents  \nIntroduction 2  \nThe Not-so-Common Sense of Standardized Assessment 2  \nWhere’s the Beef? 3  \nExplaining the Dissonance: Seeing the System that Produces Current Outcomes 5  \nSense-Making: The Part of Formative Assessment that Can’t be Out-Sourced 7  \nGetting More Serious about Equity-Driven Test Reportage 10  \nReferences 12  \nIntroduction  \n“For a while in my life, I was senior research director at Educational Testing Service in Princeton, New Jersey. We had three different teams working on trying to get good diagnostic information from high-stakes accountability tests   Nothing came out of that work. It was simply, in most practical situations, impossible to get any insights into what you might do with this information apart from just looking at the total score and seeing ‘this kid’s struggling, this kid’s OK.”  \n  I would love it if we could derive diagnostic information from [large-scale standardized] tests. Everybody wants things to do double duty. But what we find in assessment is that generally, when we try to make things do double duty, they don’t do either of them very well.”  \nDylan Wiliam, Learning Sciences International Conference on Formative Assessment, (April 2022)1  \nBack in 1998, Paul Black and Dylan Wiliam created big excitement in the education world when they published compelling evidence that teachers who regularly engage in formative assessment increase average student achievement by a grade level or more beyond expected gains. Their core finding was that, unlike conventional grading, the practices they identified as “formative”2 increase shared ownership of learning between teachers and students and help teachers adjust instruction in ways that respond more effectively to specific student needs.  \nAfter the passage of No Child Left Behind, and especially after Obama-era Race to the Top initiatives, rising accountability for improved achievement and widespread dissatisfaction with the instructional value of statewide test reports led many school districts to purchase computer-adaptive “interim” testing systems. A common rationale for making this investment has been that computer-adaptive systems help educators scale up more formative approaches to teaching and learning.  \nFor the most part, testing organizations have responded to consumer demand by reporting results immediately using two types of scoring information that state accountability tests do not normally provide:  \n● Detailed diagnostics about individual student learning that provide content-specific advice for day-to-day instruction  \n● National achievement and growth percentiles that offer richer nor","cbCaii4JnHKtyuKl","https://ap.wps.com/l/cbCaii4JnHKtyuKl","pdf",4309762,22,"English","# Introduction\n# The Not-so-Common Sense of Standardized Assessment\n# Where’s the Beef?\n# Explaining the Dissonance\n# Sense-Making\n# Getting More Serious about Equity-Driven Test Reportage\n# References","[{\"question\":\"Why can’t one assessment instrument meet every purpose well?\",\"answer\":\"The paper states a psychometrics principle: no single assessment can serve all purposes equally. Standardized scales work for tracking general progress, while equating prevents valid diagnostic information about specific curricular content.\"},{\"question\":\"What practical limitations are described for using large-scale standardized tests for diagnostics?\",\"answer\":\"It argues that large-scale, structurally standardized assessments cannot deliver the insights educators need for day-to-day instruction beyond total scores and broad interpretations.\"},{\"question\":\"What part of formative assessment requires internal sense-making?\",\"answer\":\"The document emphasizes sense-making as the portion of formative assessment that cannot be outsourced. It highlights diagnostic guidance and instructional adjustments that must respond to specific student needs.\"}]","A Question District Leaders Need to Ask More Often - What Parts of Formative Assessment Can't Be Outsourced? | PDF",1792044720,55]