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.
James Pellegrino shares what people seem to know and have learned about science.
People, depending on the use, define educational assessment in a number of ways. James Pellegrino explains how this leads to confusion about the real meaning of assessment.
Jim Gullen emphasizes it is not only important to look at students meeting objectives, but to also look at how they meet objectives.
Margaret Heritage defines formative assessment.
Margaret Heritage explains the connections between the use of Assessment for Learning and formative assessment and the use of Assessment of Learning and summative assessment.
Marianne Perie describes interim assessments.
Susan Brookhart says there isn't a learning process without assessment.
What do “assessment literate” individuals need to understand about test validity?
What is the implied theory of action for teacher assessment capability within an effective Assessment for Learning model?
How can assessment opportunities be embedded in literacy learning tasks?
James Pellegrino shares what people seem to know about the teaching of science.
James Pellegrino shares concerns that our need to test does not lead to high quality assessment. Knowing what we want to learn and how we use the information is important in the development of the assessment.