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 describes what a learning progression is and why it is integral to formative assessment.
This Learning Points provides a summary of how learning targets can be used to enhance instruction and student learning
The Next Generation Science Standards are described in this Learning Point.
This Learning Point describes some key characteristics of summative assessment and describes its role within a balanced assessment system.
This Learning Point explains questioning strategies as a powerful tool for teachers and students to collect and use information about student understanding in order to move learning forward.
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.