Assessment'S ARCHIVE

  • As with any profession, those in education – teachers, administrators, students, and parents – all have important questions that need answers. While the questions begin to broaden with each level you venture away from the classroom, all of them are focused on benefiting students. A balanced set of educational assessments can provide many of the […]

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  • There are major gaps that exist between how prepared teachers and district administrators are to use assessment data to drive learning, and this undoubtedly needs to change. After all, while district administrators have some say in what tools and curricula are used, it is teachers who are on the front line leading the charge. They […]

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  • Many people, when they think of assessments, think of summative accountability assessments: that is, those state or district-wide standardized tests that measure grade-level proficiency and end-of-year subject or course exams. There are also interim or benchmark exams. Interim assessment may be administered multiple times between instances of summative assessment to measure progress towards meeting the […]

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  • In our first post on all-student response systems (ASRS), we shared what they are and why they are great for assessing student learning quickly and sometimes anonymously. In this second post, we’ll share some examples of ASRS, what they allow teachers and students to do, and how teachers can create a plan to use them. […]

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  • All-Student Response Systems (ASRS) share some common attributes as methods of collecting evidence about where students are in their learning: They can elicit a response from all students at the same time. Questions can be of a cognitive or affective nature. Responses may be anonymous or not. The methods are quick. When I say quick, […]

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  • The value of assessments is in the informed decisions they enable educators to make – in both guiding instruction and enhancing student learning. Assessments provide educators with the information they need to help them decide the degree to which a student or students have achieved certain learning targets. This holds true for formative, interim, and […]

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  • Pernille Ripp is a passionate educator who has supported student learning in some amazing ways. In a recent blog post, she shared insights about making assessments more meaningful. Ripp explained her evolution in moving away from assigning grades to a system of ongoing assessment and feedback that puts students at the center and involves the […]

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  • Assessment literacy involves understanding that assessments are designed to provide teachers, students, parents, and other stakeholders the information needed to make decisions that will support students on their educational paths. Validity, reliability, fairness, student engagement, and consequential relevance are key traits of high-quality educational assessment, whether large-scale, end-of-year, or classroom-based. Whether you are providing input […]

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  • When most people think about assessments, they think of summative or perhaps interim, but assessment plays out in classrooms every day, and often it’s not unfolding the way it should. Many classroom discussions consist of lower-order questions that are answered by only a few motivated students. These questions aren’t rich enough to provide detailed information […]

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  • How can educators separate fact from fiction in heated public discussion about testing? One of the best, and perhaps most important, tools educators have when it comes to assessment is their voice – communicating assessment results with parents. In fact, a survey of parents, students and educators, sponsored by NWEA and conducted by Grunwald & […]

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