This is the fourth in a series of seven posts on instructing and assessing 21^st Century skills. This post focuses on self-directed learning, one of the four critical 21^st Century skills addressed in the series.

In recent weeks, CenterLine has featured several posts by Center associates and guest authors addressing how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by NWEA’s Patrick Meyer and Gage Kingsbury, psychometric consultant, with their perspective on this important topic.

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

Over the past few weeks, the country has grappled with how to confront systemic racism and create an anti-racist society. We are pleased to share this guest post by former Center Associate Susan Lyons with her perspective on what the educational assessment and accountability community must do to address those issues in the development and use of educational assessments and accountability systems.

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.

In a late April survey by EdWeek, 320 district administrators were asked to indicate the most urgent needs that assessment vendors could help within the wake of COVID-19.

Educational assessment has a naming problem and the latest example of it is the current rhetoric regarding wide-scale use of diagnostic assessment. This is likely true for other fields as well, but it is particularly rampant in education. When my colleagues, Marianne Perie and Brian Gong, and I first wrote about “interim assessment,” we conducted a search for the terms ‘formative, benchmark, predictive’ and several others.

In recent weeks, several CenterLine posts have addressed how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall. We are pleased to share this guest post by Kristen Huff of Curriculum Associates with her perspective on this important topic.

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: