
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.
Read MoreA new report from the Center explores the challenges of assessing 21st century competencies and offers practical advice.
Read MoreIntercultural understanding is an important 21st century skill for students, but assessing it is challenging. These guiding principles can help.
Read MoreUnderstanding assessment and using it well should be the responsibility of the entire school community, not just its teachers.
Read MoreInsights from behavioral economics can help us do right by teachers and stop blaming them for struggling to understand assessment data.
Read MoreStates have a crucial role to play in supporting high-quality teacher learning. These three steps can help them avoid “cruel optimism.”
Read MoreGuidance on defining and assessing analytical thinking, a skill that’s increasingly important to students’ future success.
Read MoreEducation leaders and vendors claim that many assessments are “instructionally useful.” Such claims must be highly specific, and supported by evidence.
Read MoreWhich kinds of tests provide information that helps teachers adjust their instruction? We outline 10 key features of instructionally useful assessments
Read MoreThe concept of “strategic abandonment” sheds light on the appropriate uses of commercial interim assessments. Instructional utility isn’t one of them.
Read MoreBefore launching a project to build an “innovative” assessment for education, it’s wise to define what you want to move toward—and away from.
Read MoreLike other 21st century skills, ethical thinking presents substantial challenges to educators who want to define, teach, and assess it.
Read MoreGuidance on defining and assessing creative thinking, a skill that’s increasingly in demand among employers.
Read MoreIn 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 MoreHow my bicycle paceline taught me the seven things teachers need most in their professional learning communities.
Read MoreChoosing local assessments can be tricky. A new guide walks district leaders through the questions they should ask and the evidence they should request.
Read MoreWe use a lot of assessment names—formative, interim, benchmark—without agreeing on their meaning and use. The cost? Public understanding and student learning.
Read MoreAndré Rupp provides answers to frequently asked questions about four aspects of diagnostic classification models in K-12 education.
Read MorePolicymakers and educators should have guidance to make sense of why different assessments can yield such different results.
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