Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Perspectives, 9, 173- 206.
Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48, 1109- 1136.
Davidson, K. L., & Frohbieter, G. (2011). District adoption and implementation of interim and benchmark assessments. (CRESST Report 806). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Delacruz, G. C. (2012, March). Impact of incentives on the use of feedback in educational videogames (CRESST Report 813). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Frohbieter, G., Greenwald, E., Stecher, B., & Schwartz, H. (2011). Knowing and doing: What teachers learn from formative assessment and how they use the information. (CRESST Report 802). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Goertz, M. E. (2011, September). Multiple measures, multiple uses. Reidy Interactive Lecture Series, Center for Assessment, September 22, 2011.
Phelan, J. C., Choi, K., Niemi, D., Vendlinski, T. P., Baker, E. L., & Herman, J. (2012). The effects of POWERSOURCE assessments on middle-school students’ math performance. Assessment in Education: Principles, Policy, & Practice, 19, 211-230.
Shaw, S., Crisp, V., & Johnson, N. (2012, May). A framework for evidencing assessment validity in large-scale, high-stakes international examinations. Assessment in Education: Principles, Policy, & Practice, 19, 159- 176.
Stobart, G., & Eggen, T. (Eds.) (2012). Special Issue: High-stakes testing- value, fairness and consequences. Assessment in Education: Principles, Policy, & Practice, 19(1).
Wilkins, E. A., & Shin, E. (2011). Peer feedback: Who, what, when, why, and how. Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning. Kappa Delta Pi Record, 46 (3), 112-117.

LATEST PRODUCTS

Coburn, C. E., & Bueschel, A. C. (Eds.). (2012). Special issue: The practice of data use. American Journal of Education, 118(2).

U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2011). Teachers’ ability to use data to inform instruction: Challenges and supports. Washington, D.C.

Herman, J. L., Heritage, M., & Goldschmidt, P. (2011). Developing and selecting assessments of student growth for use in teacher evaluation systems. Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

UPCOMING EVENTS

Council of Chief State School Officers’ (CCSSO) National Conference on Student Assessment. June 26-29, 2012, Minneapolis, Minnesota.

National Center for Education Statistics (NCES) 2012 Summer Forum and 25th Annual STATS-DC 2012 Data Conference. July 9-13, 2012. Washington, DC.

American Association of School Administrator’s National Conference on Education. February 21-23, 2013, Los Angeles, CA.

For additional events, visit the National Education Association's 2012 Educational Conference List.