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Supporting the Improvement of Educators’ Assessment Literacy

Developing Needs-Based Sociocultural Approaches to Professional Development

This post is a summary of the main ideas from a symposium focused on educators’ assessment literacy presented at the 2021 NCME Classroom Assessment Conference. Slides from the session are available here

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

Are There Limits to Making Large-Scale Standardized Testing Culturally Responsive?

“Assessment practices do far more than provide information; they shape people’s understanding about what is important to learn, what learning is, and who learners are” (Moss, 2008, p. 254).

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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 because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

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A Culturally Responsive Classroom Assessment Framework 

The Intersections of Equity, Pedagogy, and Sociocultural Assessment

Equity is a value undergirding public educational systems. Educational equity is about beliefs, and beliefs are lived out through actions and choices made relative to pedagogy, assessment, and education policy. Culturally responsive education (CRE) is a mental model or mindset that can be applied to help close Equity gaps. There are many different frameworks for thinking about and applying CRE to design and evaluate culturally responsive classroom assessment.

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Educational Assessment Student Equity Curriculum Curriculum-Embedded Assessment Classroom Assessment Assessment COVID-19 Response

It’s Déjà vu All Over Again

Assessment Recommendations to Support Learning Acceleration in School Year 2021-2022 

I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, didn’t we already do that?” When my pandemic-induced time fog finally cleared enough, I remembered that we produced a comprehensive set of recommendations with Rebecca Kockler and our colleagues at CCSSO for assessment in fall 2020.

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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 access, opportunities, and outcomes in new ways. For example, simple differences in learning environments (e.g., remote, hybrid, in-person) likely result in considerable variation as to where students are starting and ending their learning journeys this year and into next year. This situation creates a heightened awareness of how important it is to collect meaningful information about student progress toward proficiency at the classroom level. Enter the need for classroom assessment literacy. 

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Instructing & Assessing 21st Century Skills: Guidance for Educators

Best Practices Related to Classroom Assessment Design and Grading & Reporting for 21st Century Skills

This is the final post in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on best practices related to classroom assessment design, grading, and reporting the 21st Century skills described in this series.

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Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps

How Educators Should Address Achievement Gaps Exacerbated by the COVID-19 Pandemic

Since school closures and remote learning became the norm, I have received emails from school and district leaders relevant to COVID-19 achievement gaps asking some variation of this question:

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