Learning Points are brief documents describing a single topic related to educational assessment.
Each Learning Point is aligned to Michigan’s Assessment Literacy Standards. Learning Points are created to support the Assessment Learning Network—a professional learning community of members from Michigan’s professional education organizations that aspires to increase the assessment literacy of Michigan’s professional educators.
The basics of assessment literacy are described in this Learning Point.
The Learning Point briefly describes the six basic assessment understandings needed by educators.
This Learning Point describes how the Assessment Learning Network can promote collaboration on assessment learning.
This Learning Point provides an overview of the components of a balanced assessment system.
Interim benchmark assessments are described in this Learning Point.
Learn about some key characteristics you should know when selecting interim assessments. Also see "Learning Resource: Purposes for and Essential Characteristics of Interim Assessment".
This Learning Resource is a companion chart to the Learning Point, "Interim Assessment: What are some key characteristics?"
This Learning Point describes some key characteristics of summative assessment and describes its role within a balanced assessment system.
Performance assessment is defined, and its use described, in this Learning Point.
This Learning Point describes how performance can be used in the arts.
Diagnostic tests are defined, and their use described, in this Learning Point.
This Learning Point describes the basic steps in choosing an assessment for use in schools.
This Learning Point outlines how collaborative scoring is a means to assuring that student work is judged reliably and the training and act can be valuable professional learning and support more use of performance assessment.
Formative assessment, as defined in the Michigan FAME program, is described in this Learning Point.
This Learning Point describes the conditions for effective use of formative assessment practices in a classroom.
This Learning Point describes one of the elements of formative assessment as defined in the Michigan FAME program.
This Learning Points provides a summary of how learning targets can be used to enhance instruction and student learning
This Learning Point describes what a learning progression is and why it is integral to formative assessment.
This Learning Point defines the term learner agency and explains how it is achieved through practices used with students in Assessment For Learning practices.
This Learning Point explains why and how activating prior knowledge is important to the formative assessment process.
This Learning Point explains questioning strategies as a powerful tool for teachers and students to collect and use information about student understanding in order to move learning forward.
This Learning Point examines the skillful use of questions as a means to elicit evidence of student understanding in the formative assessment process.
This Learning Point indicates peers can provide & receive effective formative feedback to move their learning forward.
This Learning Point indicates formative feedback is a high impact strategy on student learning and achievement and an essential component in the formative assessment process.
The Next Generation Science Standards are described in this Learning Point.
The impact of the Next Generation Science Standards on science assessment is described in this Learning Point.
This Learning Point describes the difference between proficiency and growth in student achievement.
This Learning Point describes some of the nuances of calculating and using growth scores in educator evaluation.
This Learning Point explains why and how models of proficient achievement are important in the formative assessment process to support learners
This Learning Point describes several key assessment technical terms in non-technical language.
This Learning Point briefly describes two concepts central to accurate student assessment: reliability (refers to the consistency of test scores) and validity (refers to the degree that a text measures what it purports to measure).
This Learning Point describes two ways in which scores from educational tests can be reported: criterion-referenced (compares a student's raw score to a predetermined standard) or norm-referenced (compares a student's scores to those of other test-takers).
This Learning Point outlines 8 guidelines recommended by Ken O'Connor necessary to shift from traditional grading practices to those that align with standards and support learning.