How can stealth assessment in games measure and support learning?
This Learning Point defines the concept of "stealth assessment" and describes how it can be used to embed ongoing formative assessment opportunities deeply into a game (or other engaging digital learning environment), blurring the distinction between learning and assessment.
How can the formative assessment process contribute to the Michigan Continuous Improvement Process?
This Learning Point suggests how Michigan’s FAME program and the Michigan Continuous Improvement Process (MICIP) pathway can work in tandem to support instructional improvement. Together, these initiatives aim to enhance instruction, leading to improved student learning and achievement.
How do authentic assessments deepen learning?
This Learning Point draws from cognitive science to describe how authentic assessments help students to embed their learning into long-term memory and why authentic assessments are meaningful to students.
How do English learners participate in state assessment?
This Learning Point describes two ways English learners participate in state assessment and how the results of these assessments are intended to be used.
How do instruction and assessment contribute to academic confidence in learners?
This Learning Point, excerpted from Rick Stiggins' book, Give Our Students the Gift of Confidence (Corwin, 2023), describes the context of teaching and learning in American classrooms, its impact on the emotional dynamics of learner success and failure, and how those dynamics affect each learner’s developing confidence or self-doubt.
How do students with disabilities participate in state and district assessments?
This Learning Point describes why students with disabilities participate in state assessment and how. And outlines the requirements in IDEA.
How do we design assessment systems for modern learning?
This Learning Point summarizes a framework for curriculum elements and assessment principles that address all the learning goals we have for modern learners/21st century learners.
How might collaboration create a state of assessment literacy?
This Learning Point describes how the Assessment Learning Network can promote collaboration on assessment learning.
How might we achieve balance through a comprehensive system of science assessment?
This ThinkPoint describes how balance between assessment for and of assessment can be achieved.
How might we measure what matters most? It’s time for an assessment overhaul
The abrupt and unprecedented disruptions to education brought about by the Covid-19 pandemic have resulted in considerable changes to business as usual in K-12 schools and universities. This ThinkPoint by noted author and speaker Jay McTighe proposes a fundamental question concerning the alignment between our high-stakes assessments and the goals of a modern education, and proposes a 3-part system that would provide a more comprehensive assessment of learning out¬comes that matter, while averting many of the acknowledged problems of current accountability testing.
How People Learn: Brain, Mind, Experience and School: Expanded Edition (2000)
Book: How People Learn: Brain, Mind, Experience and School: Expanded Edition (2000) The National Academies of Sciences Engineering and Medicine offers a free PDF download of this book. This book is based on cognitive science research. It adds to our understanding of what it means to know. The book examines these finds and their implications for what we teach, how we teach it, and how we assess what our children learn. "
How performance assessments strengthen the formative assessment process and help promote student-centered instruction
This Learning Point considers the mutually strengthening relationship between student-centered classrooms, the formative assessment process, and performance assessments.