In support of our mission to promote assessment knowledge and practice, we offer these Important Considerations for Student Assessment and Reporting/Grading Policies and Guidelines in District Continuity of Learning Plans. We hope they help address the current exceptional circumstances facing schools, and the equally exceptional measures that will be required to address student needs in an equitable way.
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.
The January 30, 2019 Assessment Learning Network (ALN) session will feature Stuart Kahl, co-founder and past CEO of Measured Progress, on the topic “Performance Assessment: The Heart of a 21st Century Education.”
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.
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