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Assessment Literacy Professional Development Needs Assessment Classroom Assessment Assessment

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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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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Carpe Diem: Evolving Education After COVID-19

How a Much-Needed Transformation to Teaching and Learning Can Emerge From the COVID-19 Crisis

Graduates today, more than ever, will need to navigate the economic shifts resulting from the COVID-19 pandemic by independently resetting goals, adapting quickly, and applying what they’ve learned to solve new and novel problems. Skills such as these are commonly known as the “21st Century skills” and during these changing times, the ability to demonstrate these skills may make the difference between success and failure.

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