Resource Bank

In this white paper prepared for the Dell Foundation Formative Assessment Project, authors: Margaret Heritage, Nancy Gerzon and Marie Mancuso, describe the conditions that are necessary in a school or district to achieve successful implementation of formative assessment

This article describes mistaken and new beliefs about assessment.

In 2020 and 2021, U.S. educators were asked to adapt in unprecedented ways in response to the COVID-19 pandemic that swept the nation. Online assessment is one area that clearly demonstrates a significant challenge posed by the pandemic for public education. In Michigan, schools are required to administer interim-benchmark assessments. Many schools have chosen to administer these assessments online in an effort to maximize the efficiency of giving these tests while also minimizing down-time from instruction. This ThinkPoint, authors James A. Gullen, Dodie Raycraft, and Ben Allen suggest the questions policy-makers and school leaders should ask about the data these tests provide and suggest ways they can maximize the quality of the data that we get in the near future.

Effective use of the formative assessment process can improve learning for all students, and it is particularly helpful for students with disabilities. And it can be especially important for distance learning, which sometimes can feel to students like an endless “to-do” list with no particular goal in mind.

This helpful document was prepared by educators in the Ottawa Area ISD to provide guidance around how a district, school, or program might think through developing a Remote Learning system for students and families.

Assessment Learning Network, 2016-17 - Event 1, Event Page

The Students at the Center series explores the role that student-centered approaches can play to deepen learning and prepare young people to meet demands of the 21st century. This paper synthesizes existing research on key components of student-centered approaches.

This Learning Point describes how performance can be used in the arts.

Performance assessment is defined, and its use described, in this Learning Point.

Brief explanation of performance task as an item type and guidelines to develop tasks, using a "What, Who, How" method.

In this op-ed piece, Jim Popham asserts that standardized achievement tests are not especially useful for teacher evaluation.

This Learning Point describes one of the elements of formative assessment as defined in the Michigan FAME program.