A Rapid Review of Interim Assessment - Interim Assessment Research Synthesis

Sep 15, 2026

Uploaded by Gloria

A rapid review synthesizes interim assessment research and clarifies how these school-based measures emerged, spread, and are currently used. The review explains interim assessments as a class positioned between summative and formative practices, distinguishing their purposes, stakeholders, timing, and decision points. It addresses contested validity claims, the relationship to formative assessment, and the uncertainty around predictive and evaluative uses. The study also outlines its systematic aims: identify, summarize, describe use, and evaluate efficacy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages38

Reading Time1 h 36 min

AccessFree to download

Interim Assessment Research Synthesis

Background and Adoption

Purpose of the Study

Theoretical Framework

Formative vs. Summative Distinctions

Position of Interim Assessments

A Rapid Review of Interim Assessment Use Nathan Dadey Calvary R. Diggs The National Center for the Improvement of Educational Assessment Interim Assessment Research Synthesis Interim assessments are a broad class of assessments that are currently used in schools to guide a variety of educational practices (Perie, Marion, & Gong, 2010) . Although some schools used these assessments prior to the No Child Left Behind Act ([NCLB] 2001), interim assessments were rapidly adopted following the act’s passage. NCLB (2001) expanded the number of end of year tests designed to assess schools. It held schools accountable for the educational attainment and proficiency of students in third through eighth grades. Interim assessments were adopted based on schools’ desire to quickly and effectively support student achievement on end of year tests (Shepard, 2010) . The claims made by users and developers of interim assessments cited the formative assessment literature-base (Burch, 2010; Shepard, 2010; Troy, 2011), which suggests that the frequent and strategic collection of student data can be used to support instruction (e.g., Black & Williams, 1998), inform programmatic decisions, and predict student performance on criterion assessments (e.g., Hintze & Silberglitt, 2005) . Unfortunately, the link between formative and interim assessment is unclear, given that they are different (Perie et al., 2010) . It is also unclear if interim assessments can be effectively utilized for predictive and evaluative uses, in addition to formative or instructional uses (Shepard, 2010) . Despite the lack of evidence regarding the validity of the claims made regarding this brand of assessments, the policy context created an environment that beckoned the rapid adoption of interim assessments (Shepard, 2010) . In fact, the purchase of interim assessmentscan be quite expensive for districts, and some suggest that administrators will prioritize interim assessments when making budget decisions (Herman, 2007). Thereby sacrificing other potential supports, resources, and staff that could support student and school achievement for a brand of assessments predicated on a theory of action and specific practices that, to-date have not been supported by the research literature in a clear synthesis. With the rise of Multi-tiered systems of support, data-based decision-making, assessment literacy, and formative assessment, it is likely that educational assessments – including interim assessments – will remain embedded in school, district, and state practice. However, it is imperative that this research be synthesized. The trend to adopt interim assessments continues to this day, and there is now a critical mass of research on interim assessments. Given that there has not been a systematic review of assessment that can be identified as ‘interim,’ the purpose of this study was to (a) identify the current literature on interim assessments,(b) summarize available literature on interim assessments,(c) understand how interim assessments are used, and (d) gather evidence regarding the efficacy of those uses. Theoretical Framework Many scholars have focused on describing and understanding interim assessments. Perieet al.’s (2010) seminal article regarding interim assessment is frequently cited to understand and conceptualize just what interim are and how they differ from other classes of assessment designated for particular uses, such as formative and summative. The purpose of their seminal article was to provide a definition of interim assessments as well as a framework for users to incorporate in their purchase and development plans. In addition, the authors provided a historical context regarding the rise of interim assessments due to the limitations of tests designed and used for summative purposes. To begin, Perie et al. (2010), like other authors (e.g., Brown, Steege, & Bickford, 2014; Christ & Keller-Margulis, 2014), create an illustrative dichotomy between fo

FAQs

What are interim assessments and where do they fit between formative and summative assessments?

Interim assessments are a broad class of assessments used in schools, typically scheduled multiple times a year or mid-year. They are positioned between formative and summative uses, contextualized by the purposes for which they are adopted.

Why were interim assessments rapidly adopted after the No Child Left Behind Act?

NCLB expanded end-of-year testing and increased accountability expectations for student proficiency. Interim assessments were adopted to support achievement on these high-stakes end-of-year tests through more frequent student data collection.

What concerns exist regarding the evidence behind interim assessment claims?

The review notes that the link between formative and interim assessments is unclear, and it is also uncertain whether interim assessments can be effectively used for predictive and evaluative purposes beyond formative or instructional uses.

Sep 15, 2026

Uploaded by Gloria