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The report presents a study design with research criteria, review panels, selection of test forms, and methodology modifications, then evaluates English language arts/literacy and mathematics. It summarizes findings through criterion-level and overall ratings and concludes with recommendations for state policymakers, test developers, and methodological improvements across subjects, plus detailed appendix materials.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-the-content-and-quality-of-next-generation-assessments/504478/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-the-content-and-quality-of-next-generation-assessments/504478.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report evaluate about next generation assessments?","Question",{"text":112,"@type":113},"It evaluates alignment to standards, overall assessment quality, and the cognitive demands the assessments place on students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study designed and what inputs are used?",{"text":117,"@type":113},"The methodology includes study phases, selection of test forms, selection of review panels and assignment to forms, and defined study criteria with methodology modifications.",{"name":119,"@type":110,"acceptedAnswer":120},"What subject areas and types of ratings are covered in the findings?",{"text":121,"@type":113},"Findings cover English language arts/literacy and mathematics, using content and depth criteria, criterion level ratings, summary ratings, and program strengths and areas for improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504478,1791390035,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Evaluating the Content and Quality of Next Generation Assessments  \nNANCY DOOREY AND MORGAN POLIKOFF  \nForeword by Amber M. Northern and Michael J. Petrilli  \nFEBRUARY 2016  \nThe Thomas B. Fordham Institute is the nation’s leader in advancing educational excellence for every child through quality research, analysis, and commentary, as well as on-the-ground action and advocacy in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website at [www.edexcellence.net](www.edexcellence.net) or write to the Institute at 1016 16th St. NW, 8th Floor, Washington, D.C. 20036. The Institute is neither connected with nor sponsored by Fordham University.  \nContents  \nForeword 4  \nExecutive Summary 11  \nIntroduction 25  \n\n| Overview | 25 |\n| --- | --- |\n| The Four Assessments | 26 |\n| Study Design and Key Questions | 26 |\n| Organization of the Report | 27 |\n| Approach to Alignment and Quality | 27 |\n| Test Program Differences | 28 |\n| Section I: |  |\n| Assessments of English Language Arts/Literacy and Mathematics | 31 |\n\nOverview of the Methodology 31  \nStudy Phases 31  \nSelection of Test Forms 33  \nSelection of Review Panels and Assignment to Forms 34  \nThe Study Criteria 36  \nMethodology Modifications 38  \nFindings 40  \nELA/Literacy Content Criteria 41  \nELA/Literacy Depth Criteria 47  \nMathematics Content Criteria 54  \nMathematics Depth Criteria 57  \nCriterion Level Ratings 63  \nSummary Ratings 64  \nProgram Strengths and Areas for Improvement 66  \nSection II:  \nRecommendations 70  \nFor State Policymakers 70  \nFor Test Developers 72  \nSection III:  \nSuggestions for Methodological Improvement 74  \nEnglish Language Arts /Literacy 74  \nMathematics 77  \nAcross Subjects 79  \nSummary 79  \nAppendices 80  \nAppendix A: Depth of Knowledge (DOK) of the Four Assessment Programs as Compared to  \nthe CCSS and Other Policy-Relevant Assessments 80  \nAppendix B: Key Terminology 82  \nAppendix C: The Methodology as Written 85  \nAppendix D: Author Biographies 93  \nAppendix E: Review Panelist Biographies 94  \nAppendix F: Full ELA/Literacy and Math Ratings and Summary Statements  \n(Grades 5 and 8) 100  \nAppendix G: Testing Program Responses to Study and Descriptions ofTest Changes for 2015–2016 113  \n Evaluating the Content and Quality of Next Generation Assessments  \n3  \nForeword  \nBy Amber M. Northern and Michael J. Petrilli  \nWe at the Thomas B. Fordham Institute have been evaluating the quality of state academic standards for nearly twenty years. Our very first study, published in the summer of 1997, was an appraisal of state English standards by Sandra Stotsky. Over the last two decades, we’ve regularly reviewed and reported on the quality of state K–12 standards for mathematics, science, U.S. history, world history, English language arts, and geography, as well as the Common Core, International Baccalaureate, Advanced Placement and other influential standards and frameworks (such as those used by PISA, TIMSS, and NAEP). In fact, evaluating academic standards is probably what we’re best known for.  \nFor most of those two decades, we’ve also dreamed of evaluating the tests linked to those standards—mindful, of course, that in most places the tests are the real standards. They’re what schools (and sometimes teachers and students) are held accountable to and they tend to drive actual curricula and instruction. (That’s probably the reason we and other analysts have never been able to demonstrate a close relationship between the quality of standards per se and changes in student achievement.) We wanted to know how well aligned the assessments were to the standards, whether they were of high quality, and what type of cognitive demands they placed on students.  \nBut with fifty-one different sets of tests, such an evaluation was out of reach—particularly since any bona fide evaluation of assessments must get under the hood (and behind th","cbCaidlgTyj3xZNH","https://ap.wps.com/l/cbCaidlgTyj3xZNH","pdf",13708085,122,"English","# Foreword\n# Executive Summary\n# Introduction\n## The Four Assessments\n## Study Design and Key Questions\n## Section I: Assessments of English Language Arts/Literacy and Mathematics\n## Section II: Recommendations\n## Section III: Suggestions for Methodological Improvement\n## Appendices","[{\"question\":\"What does the report evaluate about next generation assessments?\",\"answer\":\"It evaluates alignment to standards, overall assessment quality, and the cognitive demands the assessments place on students.\"},{\"question\":\"How is the study designed and what inputs are used?\",\"answer\":\"The methodology includes study phases, selection of test forms, selection of review panels and assignment to forms, and defined study criteria with methodology modifications.\"},{\"question\":\"What subject areas and types of ratings are covered in the findings?\",\"answer\":\"Findings cover English language arts/literacy and mathematics, using content and depth criteria, criterion level ratings, summary ratings, and program strengths and areas for improvement.\"}]","Evaluating the Content and Quality of Next Generation Assessments | PDF",1791067803,307]