Measuring Durable Competencies: Right-Sizing Expectations
Pressure to measure durable competencies is surging. But it’s challenging: there are limitations to what the data actually tell us.
Read MoreCategory: Classroom/Formative
Latest Posts
Assessing Civic Learning
The editors of a new book discuss how assessment can support civics learning and students’ engagement in civics.
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Reimagining Math Education: Teacher Experiences of Math Badging in High School
What happens when high schools adopt math badging? Our multi-state study examines benefits, challenges and lessons in reimagining math education.
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Using School and Classroom Climate Surveys to Improve Learning Environments (Part 2)
Several key questions arise when school leaders decide to use a climate survey to learn about students’ experiences. We explore them and offer guidance.
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Using School and Classroom Climate Surveys to Improve Learning Environments (Part 1)
Education leaders seeking insight into students’ learning experiences have a powerful, low-cost tool at their disposal: school climate surveys.
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Teacher Engagement With Embedded Classroom Assessments
We studied how Chicago teachers use the district’s curriculum-embedded assessments, patterns that point to the kinds of support they need.
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Interim Assessments: Useful Enough?
Are interim assessments instructionally useful enough to warrant districts’ time and money? Our study found a nuanced answer to that question.
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Fair and Justice-Oriented Assessment
Caroline Wylie and Margaret Heritage discuss their new book, which explores teaching and learning practices that can address opportunity gaps.
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Assessment Must Follow Curriculum and Instruction
We talk a lot about—and aim for—balanced assessment systems. But we’re still not paying enough attention to the instructional core.
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Evaluating Generative AI Feedback in Classroom Assessment: A Meta-Synthesis
Generative AI is increasingly used to provide feedback in classrooms, but how effective is that feedback? Our study answers that question.
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The Challenges of Assessing 21st Century Competencies
A new report from the Center explores the challenges of assessing 21st century competencies and offers practical advice.
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“This Test Is Instructionally Useful.” Where’s the Evidence?
Companies often say their assessments are instructionally useful, but they rarely provide evidence to support those claims.
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Teaching & Assessing 21st Century Skills: A Focus on Analytical Thinking
Guidance on defining and assessing analytical thinking, a skill that’s increasingly important to students’ future success.
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Instructionally Useful Assessments: Don’t Tell Us—Show Us
Education leaders and vendors claim that many assessments are “instructionally useful.” Such claims must be highly specific, and supported by evidence.
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Assessment Data Masquerading as Instructionally Useful Information
Which kinds of tests provide information that helps teachers adjust their instruction? We outline 10 key features of instructionally useful assessments
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Ethical Thinking as a 21st Century Skill
Like other 21st century skills, ethical thinking presents substantial challenges to educators who want to define, teach, and assess it.
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Assessing Students’ Creative Thinking
Guidance on defining and assessing creative thinking, a skill that’s increasingly in demand among employers.
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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.
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