Classroom Assessment Minute by Minute, Day by Day
This article describes how formative assessment can be used by teachers to constantly adjust instruction in their classrooms.
Commitments from CCSSO and CGCS on High Quality Assessments
This brief paper summarizes what assessments of learning should accomplish and standards we should observe in construction and use.
CompetencyWorks/Aurora Institute
CompetencyWorks, at the Aurora Institute, is a knowledge-building hub and online resource providing information about K-12 competency-based education.
Components of an Equitable Assessment System-Brief
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.
Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications
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.
Core SEL Competencies
Creating Effective Statewide Student Assessment Systems
This paper provides an overview of how effective state assessment systems can be created.
Criteria Assessment Checklist
Useful checklist identifies criteria that should be considered when developing or selecting assessments for the district system
Criteria for Determining the Statewide Assessment Measures Used in Michigan
This document illustrates some of the most important criteria that student assessments selected for use in Michigan need to address.
Criteria for High-Quality Assessment
This paper describes the criteria for judging the qualities of student assessment.
Criterion- and norm-referenced score reporting: What is the difference?
This Learning Point describes two ways in which scores from educational tests can be reported: criterion-referenced (compares a student's raw score to a predetermined standard) or norm-referenced (compares a student's scores to those of other test-takers).
DASD Toolkit: The District Assessment Design Toolkit
The District Assessment Design Toolkit is a resource developed for local districts by the Center for Assessment. (Senior Associate, Joseph Martineau.) MAC has piloted the toolkit to support facilitation of use. Scroll down to DASD Toolkit on the NCEIA.org Resources page to access the toolkit