In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
This article describes the essential features of assessment for learning from an international perspective. It also contrasts assessment for learning and formative assessment.
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.
Assessment Learning Network, 2016-17 – Event 3, Event Page
This Learning Point describes how the Assessment Learning Network can promote collaboration on assessment learning.
Contemporary curriculum design involves multiple facets.
Self-assessment survey for team, building, or central office leader about assessment knowledge and practice.
This is the seminal article that started the focus on formative assessment, demonstrating the power and promise of the use of such practices.
Learn about some key characteristics you should know when selecting interim assessments. Also see "Learning Resource: Purposes for and Essential Characteristics of Interim Assessment".
What assessment-related concepts and procedures do educators—and others who care about student learning—need to understand in order to be considered “assessment literate?”
How do you define teacher assessment Capability? What are its important characteristics?
What is a comprehensive assessment system for literacy in the early grades?
How would you define “performance assessment?”