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.
This Learning Point sumaraizes the conditions necessary for effective use of formative assessment practices in a classroom, as originally described in a white paper by Margaret Heritage, Nancy Gerzon, and Marie Mancuso
This Learning Point provides an overview of the components of a balanced assessment system.
This ThinkPoint describes what matrix sampling is, when it might be used, and some of the benefits and challenges of using it when assessing all students in a group may not be necessary.
This Learning Point raises awareness of how our common, century-old grading practices perpetuate achievement disparities, and describes the ways teachers and schools might move to more equitable grading practices.
The basics of assessment literacy are described in this Learning Point.
Formative assessment, as defined in the Michigan FAME program, is described in this Learning Point.
Interim benchmark assessments are described in this Learning Point.
The Learning Point briefly describes the six basic assessment understandings needed by educators.
The impact of the Next Generation Science Standards on science assessment is described in this Learning Point.
This Learning Point outlines how collaborative scoring is a means to assuring that student work is judged reliably and the training and act can be valuable professional learning and support more use of performance assessment.
This Learning Point indicates peers can provide & receive effective formative feedback to move their learning forward.
This Learning Point indicates formative feedback is a high impact strategy on student learning and achievement and an essential component in the formative assessment process.