Surviving and Understanding the US Department of Education’s State Assessment Peer Review

Session Type: Organized Discussion

Abstract

The US Department of Education’s peer review of state assessments is much more than an exercise in “checking off the boxes and providing evidence.” This organized discussion will present recommendations for moving the current process towards greater efficiency and benefit. With improved understanding and collaboration, the peer review process can serve as a means of discovering and monitoring student inequities. Panelists will provide an overview of the peer review process and leave attendees with a visual takeaway that outlines the tasks, timelines, roles, and responsibilities for peer review. Peer review experienced panelists will provide advice for providing evidence and surviving the challenges of peer review. The session will dive into the depths of the peer review process by addressing the following critical questions: 1) How can we leverage the peer review process to provide evidence that reduces educational inequities for students with disabilities and our historically marginalized populations? 2) What role and responsibility does the assessment vendor/provider have in the peer review process? 3) What does a more valuable and effective state assessment peer review process look like? 4) How can collaboration with assessment designers, equity champions, and local test administrators help improve the process?

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Regina A. Lewis, MAINE DEPARTMENT OF EDUCATION

Presenters

• Donald Peasley, US Department of Education

• Andrew J. Middlestead, MICHIGAN DEPARTMENT OF EDUCATION

• Zachary Warner, New York State Education Department

• Darin Kelberlau, Millard Public Schools

• Trent Workman, Pearson

Discussant

• Ellen Forte, edCount, LLC