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.
The term assessment of learning is used when we seek to determine a learner’s achievement, attainment and/or progress. We certify learning to meet public accountability requirements for schools and to evaluate students and their teachers.
Using the correct measure for the intended purpose, making sure measures conform to standards of quality and knowing how to collect, analyze and report results are all important features of assessment of learning.
A few resources are identified here that acknowledge the demands of high-level standards and assessing these standards to certify learning. For additional resources, see our curated collection below or visit our Resource Bank.
Darling-Hammond, Herman, Pellegrino et.al. (2013). Criteria for high quality assessment. Stanford, CA: SCOPE.
Paper by David T. Conley (2014) written for Students at the Center, a project outlining the practices necessary to advance 21st century learners. www.studentsatthecenter.org (SATC)
This paper is a report from the Gordon Commission on proposed changes to the purposes and methods of assessment.
The Association for Achievement and Improvement through Assessment (AAIA) promotes assessment practice that supports learning. The resources on this site are organized by Assessment of Learning and Assessment for Learning.
Since development of the Common Core State Standards (CCSS), many resources have been developed by CCSSO and others to develop quality assessments that align to the CCSS.
This brief paper summarizes what assessments of learning should accomplish and standards we should observe in construction and use.
This Learning Point describes some key characteristics of summative assessment and describes its role within a balanced assessment system.
This ThinkPoint describes what matrix sampling is, when it might be used, and some of the benefits and challenges of using it when assessing all students in a group may not be necessary.