Assessment Learning Network Resources

This article promotes the use of teacher learning communities to promote the use for formative assessment.

Formative assessment involves both teachers and students in the gathering of evidence and use of feedback to modify teaching and learning. This paper by Gotwals, Cisterna, Lane, Ezzo, and Kintz synthesizes the literature in three dimensions of observable formative assessment practices based on questions other researchers have identified.

This document produced by MDE and the Comprehensive Center Network, defines the strategy of universal screening on common concerns in relationship to mental and behavioral health. The proper use of screening tools to assess students’ social, emotional, and mental health is described as a strategy used to determine the adequacy of support provided within a multi-tier system for students’ well-being.

This document, produced by the Michigan Department of Education (MDE) and the Comprehensive Center Network, defines the strategy of universal screening on common concerns in relationship to mental and behavioral health. The proper use of screening tools to assess students’ social, emotional, and mental health is described as a strategy used to determine the adequacy of support provided within a multi-tier system for students’ well-being.

This article describes how formative assessment can be used by teachers to constantly adjust instruction in their classrooms.

This brief paper summarizes what assessments of learning should accomplish and standards we should observe in construction and use.

CompetencyWorks, at the Aurora Institute, is a knowledge-building hub and online resource providing information about K-12 competency-based education.

This brief describes ten Components of an Equitable Assessment System (CEAS), with examples and recommended resources, that can guide educators in ensuring equitable access to high-quality learning experiences for all students. It also describes three foundational convictions regarding the type of learning environment needed to support such an equitable assessment system.

This article by Christopher J. Harris, Joseph S. Krajcik, James W. Pellegrino, and Kevin W. McElhaney describes the use of principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

This paper provides an overview of how effective state assessment systems can be created.

Useful checklist identifies criteria that should be considered when developing or selecting assessments for the district system