Susan Brookhart describes what individuals in various roles need to know about assessment.
What do “assessment literate” individuals need to understand about score reporting?
What mechanisms do you recommend for gathering feedback on and making adaptations to teacher development efforts?
When thinking and reflecting on the planning process, what advice would you give teachers?
What mental shifts or assumptions would educators need to make in order to embrace pervasive use of performance assessments (in classrooms, throughout a district, across a state or nation)?
James Pellegrino tells what Michigan must do to change instruction and assessment to meet the new standards.
James Pellegrino encourages educators to create a vision of the learning we want, kinds of assessments we want, and the professional development to support it.
There are many growth models designed to meet different needs. Jim Gullen explains why there isn't one best model.
Margaret Heritage offers words of encouragement to Michigan educators.
Marianne Perie emphasizes the importance of assessment design when using interim assessments.
Susan Brookhart shares examples of how teachers have incorporated learning targets, success criteria, and feedback in their classrooms.
What do “assessment literate” individuals need to understand about assessing affective behaviors?