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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Latest Posts
Diagnostic Measurement for K-12 Education
André Rupp provides answers to frequently asked questions about four aspects of diagnostic classification models in K-12 education.
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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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Supporting the Implementation of Formative Assessment
Formative assessment implementation can be both impeded and facilitated, and we take a look at the factors that play into each outcome.
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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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Can a State Test Inform Instruction?
Using a state test to inform instruction is possible, but has limitations that educators and other stakeholders need to understand.
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Boosting the Signal Through the Noise
Learnings from our Colloquium: effective communication about educational assessment and accountability in a time of confusion and mistrust.
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Selecting the Right Assessments to Monitor School Recovery from the Pandemic
Your assessment selection can ensure you can monitor recovery efforts and confirm evidence of learning progress following the pandemic.
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Teaching & Assessing 21st Century Skills: A Focus on Creativity
One in a series exploring research and best practices on defining, teaching and assessing 21st century skills.
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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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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment
How should culture affect the ways we think about teaching, learning, and assessment?
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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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Practical Advice for Adapting Formative Assessment Practices to Remote Learning Contexts
Combining Good Pedagogy and Technology to Conduct Assessment Informs Future Instruction In a previous post, we discussed what is the same and what is different about the formative assessment process in […]
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