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Carla Evans

Assessment Literacy Professional Development Needs Assessment Classroom Assessment Assessment

Supporting the Improvement of Educators’ Assessment Literacy

Developing Needs-Based Sociocultural Approaches to Professional Development

This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

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culturally responsive Large-Scale Testing Classroom Assessment Educational Assessment Assessment

Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

Are There Limits to Making Large-Scale Standardized Testing Culturally Responsive?

“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).

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Why Have Many (All?) Approaches to Improve K-12 Educator Assessment Literacy Failed to Produce Significant Changes in Teacher Practices at Scale?

Making Teachers Active Agents in Improving Assessment Literacy

Most of us would agree that if the problem of improving K-12 educator assessment literacy has not been solved, it is not because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

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Classroom Assessment Culturally-Responsive Assessment Instructional Change Student Equity Assessment Systems

A Culturally Responsive Classroom Assessment Framework 

The Intersections of Equity, Pedagogy, and Sociocultural Assessment

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

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Innovative Assessment Educational Assessment ESSA Assessment

Implementing an Innovative State Assessment System While We’re Still Building It: 

Houston, I Think We Might Have a Problem

One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been thinking about how this adage applies to innovative state assessment systems—those systems states are developing that offer new ways of measuring student proficiency for use in state accountability systems. I have concluded that one of the reasons that successful innovation in state assessment systems has been so rare is that we continue to ask states to implement innovative assessment systems before the state or the system is ready.

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Classroom Assessment Literacy is Needed Now More Than Ever

Leveraging a Formative Assessment Approach to Inform Student Learning Progress and Teaching Practices in a Post-Pandemic Education Environment

The pandemic has surfaced disparities among students with respect to equitable educational access, opportunities, and outcomes in new ways. For example, simple differences in learning environments (e.g., remote, hybrid, in-person) likely result in considerable variation as to where students are starting and ending their learning journeys this year and into next year. This situation creates a heightened awareness of how important it is to collect meaningful information about student progress toward proficiency at the classroom level. Enter the need for classroom assessment literacy. 

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Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts

Combining Good Pedagogy and Technology to Conduct Assessment Informs Future Instruction

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.

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Educational Assessment formative assessment Remote Learning Assessment COVID-19 Response

Part 1: A Deep Dive into Formative Assessment in a Remote or Hybrid Learning Environment

What’s the Same and What’s Different about Classroom Assessment in 2020-2021? 

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

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Instructing & Assessing 21st Century Skills: Guidance for Educators

Best Practices Related to Classroom Assessment Design and Grading & Reporting for 21st Century Skills

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

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Instructing & Assessing 21st Century Skills: Key Measurement & Assessment Considerations

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

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