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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Latest Posts
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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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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Designing for Coherence
True coherence exists when standards, curricula, instruction, assessment and professional learning are all grounded in a shared vision of student learning.
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Navigating Formative Assessment in Mathematics: Lessons from Rincon Valley Union School District
A recent project to build professional learning communities that support teachers in formative assessment shows the importance of flexible leadership.
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Improving Balance in Assessment Systems: Let’s Learn Together
At our conference, we’ll ask what it takes to implement balanced assessment systems and explore how tests can support or hinder teaching and learning.
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Facing Federal Contract Cancellations Head-On
The cancellation of federal research contracts cuts states’ and districts’ access to good data. These five ideas help them preserve and use the data they have.
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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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Teaching & Assessing 21st Century Skills: A Focus on Intercultural Understanding
Intercultural understanding is an important 21st century skill for students, but assessing it is challenging. These guiding principles can help.
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Redistributing Responsibility for Teachers’ Assessment Literacy
Understanding assessment and using it well should be the responsibility of the entire school community, not just its teachers.
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We Make Assessment Literacy Too Hard!
Insights from behavioral economics can help us do right by teachers and stop blaming them for struggling to understand assessment data.
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How States Can Avoid “Cruel Optimism” in Teacher Professional Learning
States have a crucial role to play in supporting high-quality teacher learning. These three steps can help them avoid “cruel optimism.”
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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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Stop Trying to Use Commercial Interim Tests for Instructional Purposes
The concept of “strategic abandonment” sheds light on the appropriate uses of commercial interim assessments. Instructional utility isn’t one of them.
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Innovative Assessments: A Plea for Clarity and Humility
Before launching a project to build an “innovative” assessment for education, it’s wise to define what you want to move toward—and away from.
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