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 ...

For decades, formative assessment has been a silent engine for learning—powering insights about student progress and worker ...

Assessment for student learning opens the door for meaningful engagement into what, how and why learning occurs for all learners; this in turn, informs practice, pedagogy and curricula to better ...

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.

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 ...

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 ...

This post is by Soung Bae, Senior Research and Policy Analyst, Stanford Center for Opportunity Policy in Education, and Kari Kokka, Research Associate, Stanford Center for Assessment, Learning, and ...

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 ...

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 ...