Assessing Civic Learning
The editors of a new book discuss how assessment can support civics learning and students’ engagement in civics.
Read MoreCategory: Classroom/Formative
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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How Test Prep Works Against the Spirit of Formative Assessment
The pressure of external tests can lead teachers to use formative assessment as test preparation. Here’s how to protect this important classroom practice.
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