Innovative Assessments: A Plea for Clarity and Humility
Before launching a project to build an “innovative” assessment for education, it’s wise to define what you want to move toward—and away from.
Read MoreBefore launching a project to build an “innovative” assessment for education, it’s wise to define what you want to move toward—and away from.
Read MoreThe NFL’s use—and misuse—of test scores in the draft highlights a few important lessons we should apply to educational assessments.
Read MoreStates complain that ESSA bars them from getting the accountability systems they really want. We present three examples of systems that show otherwise.
Read MoreThrough-year and other novel test designs face challenges in peer review. Three changes by the U.S. Department of Education could improve the process.
Read MoreLike other 21st century skills, ethical thinking presents substantial challenges to educators who want to define, teach, and assess it.
Read MoreGuidance on defining and assessing creative thinking, a skill that’s increasingly in demand among employers.
Read MoreIn this TikTok era, we break teachers’ learning into bite-sized pieces and expect them to learn on their own. But we accept this model at our peril.
Read More“Failing to plan is planning to fail.” That’s particularly true when it comes to building assessments that are inclusive of students with disabilities.
Read MoreAn exploration of key considerations, and a framework, for exhibitions of learning.
Read MoreWe must share our knowledge broadly, free of charge, without restriction, to support an important public good: improving outcomes for all students.
Read MoreGoogle’s recent release of Gemini showcases AI’s potential to reshape educational assessment. We must be open to these changes, while monitoring and managing their risks.
Read More2023 was a busy year for assessment and accountability. Scott Marion recaps the year’s key issues and looks ahead to questions that loom large for 2024.
Read MoreIn this three-part series, we explore key aspects of system design that need to be properly balanced. In this last post, we explore formative vs. summative feedback.
Read MoreIn this three-part series, we explore key aspects of school accountability design that need to be properly balanced. In Part 2, we examine precision vs. actionability.
Read MoreIn this three-part series, we explore key aspects of school accountability design that need to be properly balanced. In Part 1, we examine simplicity vs. complexity.
Read MoreThe pressure of external tests can lead teachers to use formative assessment as test preparation. Here’s how to protect this important classroom practice.
Read MoreStates can have the school accountability systems they value by minimizing the footprint of the Every Student Succeeds Act.
Read MoreWe can reduce testing in schools without sacrificing meaningful annual reports on students’ learning.
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