A Flawed Approach to Supporting Teacher Learning: ‘Cruel Optimism’
In 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 MoreCategory: Assessment Literacy
How to Choose Local Assessments
Choosing local assessments can be tricky. A new guide walks district leaders through the questions they should ask and the evidence they should request.
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What’s in a Name? The Challenge of Testing Terminology
We use a lot of assessment names—formative, interim, benchmark—without agreeing on their meaning and use. The cost? Public understanding and student learning.
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Understanding Root Causes of Misalignment Between Results from Different Assessments
Policymakers and educators should have guidance to make sense of why different assessments can yield such different results.
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Reorienting Conversations about Assessment Literacy Through a Digital Lens
Discussing how digital tools, when implemented correctly, can help educators and school officials make informed decisions about how to support student learning.
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A Guiding Framework to Improve Classroom Assessment Practices
A blog post from one of our interns presents a framework for improving classroom assessment practices.
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Watch Your Language!
Clear communication is a requirement of effective assessment design and use, but outside factors can often muddy the waters and cause confusion.
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Classroom Assessment Learning Modules 2.0
We’re offering 23 professional classroom assessment learning modules, an expansion of 7 modules offered at the beginning of the pandemic.
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Supporting the Improvement of Educators’ Assessment Literacy
Developing Needs-Based Sociocultural Approaches to Professional Development and Assessment Literacy This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the […]
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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 […]
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Supporting Teacher Assessment Literacy Through Pre-service Education and the Early Years of Teaching
Challenges and Approaches to Guide New Teachers in the Wake of COVID-19 School Disruptions This fall, a batch of fresh new teachers, eager and anxious to start their careers, will […]
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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 […]
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You Say Tomato: Concerns About the Diagnostic Assessment Rhetoric
Educators Need Clear Descriptions of the Intended Uses and Interpretations of Educational Assessments Educational assessment has a naming problem and the latest example of it is the current rhetoric regarding […]
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Tongue Tied by Testing Terminology
Collaborating to Fill a Void in Information to Support the Effective Use of Educational Assessment City Year is an American education nonprofit organization founded in 1988 and dedicated to helping […]
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How Can Every Educator Achieve Assessment Literacy?
Thoughts About Scaling Educational Reforms to Increase Educators’ Assessment Literacy I am encouraged that so many educational leaders are wrestling with systematically bringing educational reforms to scale. Unfortunately, as these […]
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In Search of Simple Solutions for the NAEP Results
Simple Explanations and Solutions are Appealing, but Insufficient to Affect the Changes Needed to Move NAEP Results The 2019 NAEP results (National Assessment of Educational Progress) were released last week […]
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Creating a Framework for Assessment Literacy for Policymakers
How We Can Support Education Policymakers in Making Important Assessment Decisions This is the first in a series of CenterLine posts by our 2019 summer interns and their Center mentors based on […]
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How Did “On Track” Get So “Off Track”?
Colloquial Language is More Familiar, But Can be More Easily Misinterpreted When Reporting Test Results With the proliferation of large-scale state summative assessments and published results, one could say that […]
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