In a previous post, we discussed what is the same and what is different about the formative assessment process in a remote or hybrid learning environment in comparison to in-person learning. We concluded that conceptually formative assessment remains the same. Yet, practically there are key differences in how formative assessment is applied in remote contexts because of differences in instructional, student, and environmental characteristics.

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.