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.
Measuring student growth is complicated. Jim Gullen describes some of these challenges.
By definition, students are part of the formative assessment process. Margaret Heritage explains why the effective use of formative assessment has a positive impact on students.
Nations have approached education assessment programs in different ways. Margaret Heritage shares how some nations have made this decision.
Interim assessments are part of a balanced assessment system. Marianne Perie shares how interim assessments are used in support of other assessments.
According to Susan Brookhart, it is not a question of not enough attention given to assessment but placing more attention on classroom assessment.
What do “assessment literate” individuals need to understand about test reliability?
What teacher assessment practices are prioritized in an effective Assessment for Learning model, and how do these practices position students?
How can formative assessment support early literacy group instruction in the classroom?
What do you think should be “balanced” in a balanced assessment system?
James Pellegrino shares what people seem to know about the assessment of science.
A balanced assessment system includes assessment at many levels. James Pellegrino talks about why this is important in terms of assessing building and teacher preparedness.
Jim Gullen describes a growth model.