When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Generative artificial intelligence (AI) has broken higher education assessment. This has implications from the classroom to institutional accreditation. We are advocating for a one-year pause on ...

Teachers usually can’t use standardized tests to accelerate students’ learning. The tests are often too general and the results too slow in coming to help teachers make daily instructional decisions.

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

For assessments to be used effectively in schools, it’s important for districts and schools to consider what assessments are intended for and how the data gained from the assessments will be applied ...

In today’s rapidly changing economy, simply attending school is not enough. To succeed at work and in life, students must develop foundational knowledge and skills through core subjects like language, ...

Teacher involvement in the design, use, and scoring of performance assessments has the potential to powerfully link instruction, assessment, student learning, and teacher professional development.

Classroom Assessment Techniques (CATs) are simple, low-pressure ways to check how well students are understanding the material. These methods are efficient, student-centered strategies that provide ...

America has spent 60 years building layer upon layer of district, state, national, and international assessments at immense cost—and with little evidence that our assessment practices have improved ...

During 2020, WMU adopted a policy allowing graduate programs to grant credit via Prior Learning Assessments (PLA). This document describes the process developed by the Literacy Studies unit faculty, ...