As school restarts this fall, many teachers and students are facing different learning environments than the typical back-to-school realities – including when it comes to formative classroom assessment. 

COVID has reshaped teaching and learning in ways that could make a teacher or other educational leader wonder—what’s the same and what’s different about classroom assessment in a remote or hybrid learning environment? 

This is the final post in a series of seven posts on instructing and assessing 21^st Century skills. This post focuses on best practices related to classroom assessment design, grading, and reporting the 21^st Century skills described in this series.

This is the sixth in a series of seven posts on instructing and assessing 21^st Century skills. This post focuses on measurement and assessment challenges that must be overcome in the instruction and assessment of the 21^st Century skills described in this series.

This is the fifth in a series of seven posts on instructing and assessing 21^st Century skills. This post focuses on critical thinking, one of the four critical 21^st Century skills addressed in the series.

This is the second in a series of seven posts on instructing and assessing 21^st Century skills. This post focuses on collaboration, one of the four critical 21^st Century skills addressed in the series.

This is the first in a series of seven weekly posts on instructing and assessing 21^st Century skills. This post provides background on 21^st Century skills, the Center’s recent work in that area, and an overview of the set of seven posts.

Since school closures and remote learning became the norm, I have received emails from school and district leaders relevant to COVID-19 achievement gaps asking some variation of this question:

This post is the last in my three-part series on competency-based grading. In Part 1, I describe the key similarities and differences between traditional, standards-based, and competency-based grading practices.

This post is Part 2 of a three-part series on competency-based grading. Part 1 described the key similarities and differences between traditional, standards-based, and competency-based grading practices. 

This is the first in a three-part series on competency-based grading. I was motivated to write this series because of recent conversations about competency-based grading within my children’s school district. I’ve noticed confusion about terms, misinformation, propaganda, and a general lack of high-quality resources on the subject. My goal for this series is to help guide honest and transparent conversations about key issues and best practices by: