Song, M., Garet, M. S., Yang, R., & Atchison, D. (2022). Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform. American Educational Research Journal, 59, 610-647.
https://doi.org/10.3102/00028312211058460

has been cited by the following article:

• TITLE: Developing a Mathematics Common Assessment System: Using Data to Drive Instruction

  AUTHORS: Twianie Roberts

  KEYWORDS: Standards Based Assessment, Mathematics, Common Assessment, Cognitive Complexity, Curriculum Alignment

  JOURNAL NAME: Creative Education, Vol.13 No.9, September 30, 2022

  ABSTRACT: There is an ongoing demand for school and district based educators to connect curriculum, instruction and assessment practices to monitor and increase student achievement. This paper describes the development of a Common Assessment system that connects curriculum, instruction and assessment. It can be implemented from a school based (teacher) or district based perspective. This model addresses the role of curriculum guides, instructional pacing, assessment system selection, test types, professional development and issues related to data disaggregation and dissemination. This model has implications for curriculum development, professional development, instruction and policy articulation.