| 10/09/14 | Exogenous Variables and Value-Added Assessments: A Fatal Flaw | David C. Berliner | Teachers College Record | Peer-Reviewed Article | 2014 |
| 10/02/14 | Assessing Deeper Learning: A Survey of Performance Assessment and Mastery Tracking Tools | Carri Schneider, Tom Vander Ark | Getting Smart, Deeper Learning Student Assessment Initiative | Report | 2014 |
| 10/02/14 | Evidence of Deeper Learning Outcomes | Kristina Zeiser, James Taylor, Jordan Rickles, Michael S. Garet, Michael Segeritz, American Institutes of Research | The William and Flora Hewlett Foundation | Report | 2014 |
| 9/11/14 | Measure for Measure: How Proficiency-based Accountability Systems Affect Inequality in Academic Achievement | Jennifer Jennings, Heeju Sohn | Sociology of Education | Peer-Reviewed Article | 2014 |
| 9/11/14 | Beneath The Surface Of Accountability: Answerability, Responsibility And Capacity-Building In Recent Education Reforms In Norway | Thomas Hatch | Journal of Educational Change | Peer-Reviewed Article | 2013 |
| 9/11/14 | Accountability for College and Career Readiness: Developing a New Paradigm | Linda Darling-Hammond, Gene Wilhoit, Linda Pittenger | Education Policy Analysis Archives | Peer-Reviewed Article | 2014 |
| 9/11/14 | Fixing Our National Accountability System | Marc Tucker | National Center On Education And The Economy | Report | 2014 |
| 8/19/14 | A Methodology For Investigating Teachers' Mathematical Meanings For Teaching | Patrick W. Thompson, Karen Draney | | Conference Paper | 2014 |
| 6/12/14 | Developing Assessments for the Next Generation Science Standards (Final Draft) | James W. Pellegrino, Mark R. Wilson, Judith A. Koenig, Alexandra S. Beatty | National Academies Press | Report | 2014 |
| 6/11/14 | ESEA Waivers and Teacher-Evaluation Plans: State Oversight of District-Designed Teacher-Evaluation Systems | Kaitlin Pennington | | Report | 2014 |
| 6/11/14 | Evaluating Teachers with Classroom Observations: Lessons Learned in Four Districts | Grover J. "Russ" Whitehurst, Matthew M. Chingos, Katharine M. Lindquist | | Report | 2014 |
| 5/21/14 | Learning Progressions and Teaching Sequences: A Review and Analysis | Richard Duschl, Seungho Maeng, Asli Sezen | Studies in Science Education | Peer-Reviewed Article | 2011 |
| 5/21/14 | Teachers' Uses of Learning Progression-Based Tools for Reasoning in Teaching about Water in Environmental Systems | Kristin Gunckel, Beth Covitt, Ivan Salinas Barrios | NARST Annual Conference | Conference Paper | 2014 |
| 5/21/14 | Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction | Beth Covitt, Sara Syswerda, Bess Caplan, Aubrey Cano | NARST Annual Conference | Conference Paper | 2014 |
| 5/01/14 | Common Core State Standards Assessments: Challenges and Opportunities | Morgan S. Polikoff | Center for American Progress | Report | 2014 |
| 5/01/14 | The Gordon Commission Public Policy Statement | The Gordon Commission on the Future of Assessment in Education | | Report | 2014 |
| 5/01/14 | Measuring Deeper Learning Through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams | Kun Yuan, Vi-Nhuan Le | RAND | Report | 2014 |
| 4/16/14 | 2014 Brown Center Report on American Education: How Well Are American Students Learning? | Tom Loveless | Brown Center on Education Policy at Brookings | Report | 2014 |
| 4/16/14 | Technical Report and User Guide for the Program for International Student Assessment (PISA) 2012 | David Kastberg, Stephen Roey, Nita Lemanski, Jessica Ying Chan, Gordon Murray | National Center for Education Statistics | Report | 2014 |
| 4/16/14 | PISA 2012 Results: Creative Problem Solving: Students' skills in tackling real-life problems (Volume V) | OECD | OECD | Report | 2014 |
| 4/02/14 | Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments | Dan Goldhaber, Joe Walch, Brian Gabele | Statistics and Public Policy | Peer-Reviewed Article | 2013 |
| 4/02/14 | Value-Added Teacher Estimates As Part Of Teacher Evaluations: Exploring The Effects Of Data And Model Specifications On The Stability Of Teacher Value-Added Scores | Nicole B. Kersting, Mei-Kuang Chen, James W. Stigler | Education Policy Analysis Archives | Peer-Reviewed Article | 2013 |
| 4/02/14 | Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students They Serve? | Brian Stacy, Mark Reckase, Jeffrey Wooldridge, Cassandra Guarin | The Education Policy Center at Michigan State... | Working Paper | 2013 |
| 4/02/14 | Evaluating Teacher Evaluation | Linda Darling-Hammond, Audrey Amrein-Beardsley, Edward Haertel, Jesse Rothstein | Phi Delta Kappan | Peer-Reviewed Article | 2012 |
| 4/02/14 | Assessing the "Rothstein Test": Does it Really Show Teacher Value-Added Models are Biased? | Dan Goldhaber, Duncan Chaplin | Center For Analysis Of Longitudinal Data In... | Working Paper | 2012 |
| 4/02/14 | Reliability And Validity Of Inferences About Teachers Based On Student Test Scores | Edward H. Haertel | Educational Testing Service (ETS) | Report | 2013 |
| 3/26/14 | One Piece Of The Whole:Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning | Linda Darling-Hammond | American Educator | Article | 2014 |
| 3/26/14 | Assessing Students' Mathematical Problem-Solving and Problem-Posing Skills | Roslinda Rosli, Dianne Goldsby, Mary Margaret Capraro | Asian Social Science | Peer-Reviewed Article | 2013 |
| 3/19/14 | Students' Ratings of Teacher Practices | Tara Stevens, Gary Harris, Xun Liu, Zenaida Aguirre | International Journal of Mathematical Education in Science... | Peer-Reviewed Article | 2013 |
| 3/11/14 | Assessing Students' Understanding of Inquiry: What Do Prospective Science Teachers Notice? | Vicente Talanquer, Debra Tomanek, Ingrid Novodvorsky | Journal of Research in Science Teaching | Peer-Reviewed Article | 2013 |
| 3/11/14 | Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment | Elisa M. Stone | CBE--Life Sciences Education | Peer-Reviewed Article | 2014 |
| 3/06/14 | Primary Sources: America's Teachers on Teaching in an Era of Change | Scholastic, The Bill & Melinda Gates Foundation | | Report | 2014 |
| 3/06/14 | Common Core in the Districts: An Early Look at Early Implementers | Katie Cristol, Brinton S. Ramsey | | Report | 2014 |
| 1/14/14 | Determining Attribution: Holding Teachers Accountable for Student Growth | Hella Bel Hadj Amor, Natalie Tucker, Umut Özek | AIR | Report | 2013 |
| 1/14/14 | Estimating Teacher Contributions to Student Learning: The Role of the School Component | Zeyu Xu, Andrew Swanlund | AIR | Report | 2013 |
| 1/14/14 | How Does a Value-Added Model Compare to the Colorado Growth Model? | Elias Walsh, Eric Isenberg | Mathematica Policy Research | Working Paper | 2013 |
| 1/14/14 | Elementary School Data Issues: Implications for Research Using Value-Added Models | Eric Isenberg, Bing-ru Teh, Elias Walsh | Mathematica Policy Research | Working Paper | 2013 |
| 1/08/14 | Schooling Matters: Opportunity to Learn in PISA 2012 | William Schmidt, Pablo Zoido, Leland Cogan | OECD Education Working Papers | Working Paper | 2014 |
| 12/19/13 | Formative Assessment for Next Generation Science Standards: A Proposed Model | Joan Herman | | Report | 2013 |
| 12/18/13 | What Can Be Learned From Current Large-Scale Assessment Programs to Inform Assessment of the Next Generation Science Standards? | Alicia C. Alonzo | Invitational Research Symposium on Science Assessment | Report | 2013 |
