The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: R. J. de Ayala. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: B. F. French. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: M. Harwell. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: T. Patelis. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: K. Quinn. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

"This research was commissioned by the Department for Education in 2020 to understand the progress pupils make in the 2020 to 2021 academic year and estimate the impact of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic on that progress.The interim findings are based on more than 400,000 reading and maths assessments taken in the first half term of autumn 2020. The report is in 3 parts: -presentation of study sample sizes -examination of historical trends in assessments to develop an approach to measuring the impact on assessment scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic -estimation of the average impact on reading and mathematics scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic" The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbb1e90e07799a20bc0e/Understanding_progress_in_the_2020_21_academic_year_Interim_findings_Jan2021.pdf>.

FastBridge Social, Academic, & Emotional Behavior Risk Screener (SAEBRS has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/bscreening>.

FastBridge CBMmath Automaticity has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

FastBridge CBMreading Reading English has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

FastBridge earlyMath Grouping and Place Value has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement: Fall 2020 Edition is based on insights from millions of student assessments. The report explores key questions, including: 1. Did the pandemic have an impact on the reading and mathematics performance of students as they entered the 2020-2021 school year? 2. Is the impact of the pandemic reflected in growth outcomes? Were existing achievement gaps exacerbated? 3. Do the impacts on performance and growth vary by subgroup? 4. Can we interpret the pandemic's impacts in instructional terms? The report is available online: <https://docs.renaissance.com/R63289>.

"The purpose of our research was to cobine the efforts of the Education 230 Research Group and myON, Renaissance to enhance the Hungarian Education System. Within the wframework of the research, the objectie was to conduct research regarding the effects of using the ditial reading program myON on the acquistiation of English as a second language, as measured by Star, Renaissance assessments. . . Our findings highlight that myON has positive impacted both teachers' ability to utilize feedback from assessments and students' ESL reading and language acquistion wihile also having an emporing and motivating effect on both."Citation: Education 2030 Research Group. (2020). Using modern digital learning programs to scaffold learning in grades 5-8: Research report on the effects of using a digital reading program, myON by Renaissance to support the acquisition of English as a foreign language. Eszterházy Károly University.Email research@renaissance.com to request a copy of the report from the Renaissance Research Department.

Newly Updated! Foundation of Star Adaptive Assessments explains the science behind our purposeful, proven, powerful, and predictive assessments: Star Early Literacy, Star Spanish Early Literacy, Star Reading, Star Spanish Reading, Star Math, and Star Spanish Math. Topics covered include an overview of each assessment, computer adaptive testing, item response theory, the item development process, dynamic calibration, how the learning progressions were developed and fuel the assessments, key reports, growth measurement, SGP, linking studies, research support, and reliability and validity information. The full report is available online: <https://docs.renaissance.com/R14807>.