Resource Bank

This Learning Point describes why students with disabilities participate in state assessment and how. And outlines the requirements in IDEA.

This Learning Point summarizes a framework for curriculum elements and assessment principles that address all the learning goals we have for modern learners/21st century learners.

This Learning Point describes how the Assessment Learning Network can promote collaboration on assessment learning.

This Learning Point considers the mutually strengthening relationship between student-centered classrooms, the formative assessment process, and performance assessments.

Learn about some key characteristics you should know when selecting interim assessments. Also see "Learning Resource: Purposes for and Essential Characteristics of Interim Assessment".

Across educational systems, multilingual learners of English (MLEs)—sometimes referred to as “English learners (EL)”—are frequently assessed with instruments designed for monolingual English speakers. This Learning Point describes how this structural misalignment produces predictable distortions and suggests ways to ensure all students experience linguistically just assessment systems that maintain high academic expectations while removing construct-irrelevant barriers.

Every time we apprentice learners into a discipline, we draw on disciplinary literacy. Within the literacies of science and engineering, learners come to understand both the content and the practices of these fields. This Learning Point supports educators as they identify and enact those literacies in ways that prepare students to make science-based decisions — and to meet the learning standards the community has set.

This Learning Resource is a companion chart to the Learning Point, "Interim Assessment: What are some key characteristics?"

This Learning Point describes some of the nuances of calculating and using growth scores in educator evaluation.

This Learning Point explains why and how models of proficient achievement are important in the formative assessment process to support learners

In this white paper prepared for the Dell Foundation Formative Assessment Project, authors: Margaret Heritage, Nancy Gerzon and Marie Mancuso, describe the conditions that are necessary in a school or district to achieve successful implementation of formative assessment

Effective use of the formative assessment process can improve learning for all students, and it is particularly helpful for students with disabilities. And it can be especially important for distance learning, which sometimes can feel to students like an endless “to-do” list with no particular goal in mind.