Leading Modern Learning (second edition)
Learning Loss: Are we defining the problem correctly? By Harvey F. Silver and Jay McTighe
Learning Map- Prioritizing and Assessing Standards to Accelerate Student Learning
a free Asynchronous Professional Learning Map was prepared by the Michigan Assessment Consortium and offered in partnership with MAISA’s General Education Leadership Network (GELN) Continuity of Learning Task Force. It is one of a library of Learning Maps available on GELN’s interactive website to support local professional learning plans and provide high-quality resources to all teachers across Michigan in 2020-21. It includes hyperlinks to all suggested resources, coordinated to support the learning of groups or individuals from engagement through extending the learning.
Learning Point: Advancing equitable assessment for multilingual learners of English (MLEs)
Across educational systems, multilingual learners of English (MLEs)—sometimes referred to as “English learners (EL)”—are frequently assessed with instruments designed for monolingual English speakers. This Learning Point describes how this structural misalignment produces predictable distortions and suggests ways to ensure all students experience linguistically just assessment systems that maintain high academic expectations while removing construct-irrelevant barriers.
Learning Point: Disciplinary literacy and student-centered assessment in the secondary science classroom
Every time we apprentice learners into a discipline, we draw on disciplinary literacy. Within the literacies of science and engineering, learners come to understand both the content and the practices of these fields. This Learning Point supports educators as they identify and enact those literacies in ways that prepare students to make science-based decisions — and to meet the learning standards the community has set.
Learning Progressions: Supporting Instruction and Formative Assessment
This article describes how learning progressions support the effective use of formative assessment practices.
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?"
Link Between Student Motivation and Assessment Practices
The video conference and supporting document emphasize the practices necessary to: provide more descriptive feedback during learning, and turn students into assessors and confident learners.
Linking Formative Assessment to Scaffolding
This article describes the connections between good learning theory and formative assessment.
Literacy Essentials
Compilation of Essential Practices in Early Literacy MAISA GELN,
LM-Andrew Ho: “Equitable measurement” and “measuring equity” (BBAF22)
In this Learning Moment video, Andrew Ho answers the question: Why is it important to distinguish between "equitable measurement" and "measuring equity"? BBAF22 (3:14)
LM-Andrew Ho: “Systemic validation” and assessment purpose (BBAF22)
In this Learning Moment video, Andrew Ho answers the question: Describe an example of "systemic validation" that separates and advances the purposes that educational tests can serve. BBAF22