Resource Bank


“Assessment for Learning Research Summary”, The Open Resource Bank for Interactive Teaching, University of Cambridge

This resource is part of the DfES resource “Pedagogy and Practice: Teaching and Learning in Secondary Schools” and is a product of the Department of Education, UK.  It includes links to the original "Inside the Black Box" research publications.

8 Considerations for Establishing and Promoting a Strong Data Culture

This graphic depicts considerations and conditions that promote a school culture of using assessment data to support and advance learning.

9 Beliefs for Assessment Data Usage Systems

This infographic lists 9 beliefs for a district's consideration.

9 Ways to Motivate Students

Cognitive science tells us multiple factors can be motivating to students in assessment practice.

21st Century Science Assessment: The Future Is Now

This article outlines how to achieve a balanced assessment system, and the components in such systems.

2018-19 Assessment Learning Network Schedule

Schedule and registration link for 2018-19 Assessment Learning Network events

Accentuate the Formative: Michigan Teachers Use Rubrics and Video to Improve their Practice

This article from the FAME research team highlights teacher’s use of formative assessment to improve their own practice.

Alternative models for educator evaluation. MAC 2018

This paper describes two methods for educator evaluation.

An Approach for Evaluating the Technical Quality of Interim Assessments – Peabody Journal of Education, Vol 85 Issue 2

This article describes how to evaluate the quality and utility of interim benchmark assessments.

An Assessment to Every Purpose, Under Heaven – Marianne Perie

Assessment Learning Network, 2017-18 – Event 2, Event Page

A New Era for Educational Assessment

Paper by David T. Conley (2014) written for Students at the Center, a project outlining the practices necessary to advance 21st century learners. (SATC)

A New Look at Public Assurance: Imagining the Possibilities for Alberta Students

This policy paper recommends the use of assessment information for accountability purposes that include both large scale summative and classroom level formative assessment.