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Module 23: Presenting the Results of the Assessment

The topic of this module is to learn about different ways to represent the data to make it useful when reporting assessment information to various audiences.

Module 24: Using Data to Improve Instruction

Learn how to use the results of the common assessment through professional conversations to improve teaching and learning.

Moving Toward a Comprehensive Assessment System: A Framework for Considering Interim Assessments

This article lays out a conceptual framework for interim assessments, distinguishing them from so-called "formative assessments."

Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education

This paper by Katherine Casey (iNACOL 2018) invites a reflection on adaptive change, exploring the purpose of competency-based education, the traditional beliefs and values that CBE challenges. It also explores the technical changes needed to shift culture and practice, and the systems, structures, and policies needed to support that shift.

Narrative Reporting

The use of narrative reports is an ideal tool to keep parents/guardians apprised of the learning and achievement of their children. It is an important step in assuring continuity of learning. This paper describes good practice around narrative reporting—an excellent way to communicate student achievement and understanding in a meaningful manner, regardless of where learning occurs.

National Core Arts Standards, SEADAE, 2014.

This site includes the national core arts standards, for Dance, Media Arts, Music Theatre and Visual Arts and Model Cornerstone Assessments based on the artistic processes of creating, performing, producing/presenting, responding and connecting. The model assessments are performance assessments.

Neccessary Conditions for successful implementation of formative assessment

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

New Assessment Beliefs for a New School Mission

This article describes mistaken and new beliefs about assessment.

Online assessment in 2020-21: Putting the results in context and maximizing their utility

In 2020 and 2021, U.S. educators were asked to adapt in unprecedented ways in response to the COVID-19 pandemic that swept the nation. Online assessment is one area that clearly demonstrates a significant challenge posed by the pandemic for public education. In Michigan, schools are required to administer interim-benchmark assessments. Many schools have chosen to administer these assessments online in an effort to maximize the efficiency of giving these tests while also minimizing down-time from instruction. This ThinkPoint, authors James A. Gullen, Dodie Raycraft, and Ben Allen suggest the questions policy-makers and school leaders should ask about the data these tests provide and suggest ways they can maximize the quality of the data that we get in the near future.

Online formative assessment strategies that help students with disabilities

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.

Ottawa Area ISD Remote Learning Framework

This helpful document was prepared by educators in the Ottawa Area ISD to provide guidance around how a district, school, or program might think through developing a Remote Learning system for students and families.

Overview of Assessment OF and Assessment FOR Learning – James W. Pellegrino

Assessment Learning Network, 2016-17 - Event 1, Event Page