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.
We believe that to function as ethical and competent assessors and education policymakers we must:
We also believe that state and local assessment systems should employ methods that provide the learner the opportunity to show what they know and can do in authentic contexts, drawing on higher-order thinking.
Assessments are built for a specific purpose. When evidence shows that a test measures what it was built to measure, we say that the test has validity for that intended use. We cannot use the terms “valid” or “invalid” to describe any particular test, assessment, or measure; rather, it is the use of the results of an assessment for a specific purpose that can be valid or invalid, depending on whether there is information to support the intended use.
We publish documents designed to promote ethical, competent, and innovative assessment practice and policy. Here are a few examples:
Visit our Resource Bank to find more examples.
We create instructional materials for educators to equip them to develop quality assessments. Additional instructional materials assist educators in the selection of quality measures based on the identified purpose.
We regularly sponsor events featuring international and national assessment experts who provide the research evidence and models of practice that support the imperatives and implications associated with issues of assessment purpose, type and design.
Our Assessment Learning Network events include rich resources and videos. In 2020-21 we focused on issues of design that are imperative for educators to understand during our year of remote and hybrid instruction caused by the COVID-19 pandemic.
As part of the Michigan Arts Education Instruction and Assessment (MAEIA) project, the MAC developed a catalog of 360 model arts performance assessments that adhere to assessment development industry standards and can be used as is or as models for development of additional performance assessments.
The MAEIA K-12 Model Assessments are curriculum-embedded and aligned to Michigan Standards and National Core Arts Standards. These voluntary assessments were developed and field-tested in Michigan’s classrooms for all grade levels K-12 in each of the four arts disciplines.
Who Informs Our Work?