Resource Bank

Deluca, Christopher, Willis, Jill, Cowie, Bronwen, Harrison, Christine, Coombs, Andrew, Gibson, Andrew, et al. (2019) Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers in Education, 4, Article number: 132 1-19.

This MAC Policy Report is intended to better understand how local educators made sense of and responded to new benchmark assessment requirements during the first year of implementing Section 104 of P.A. 149 of 2020 (Michigan's "Return to Learn" legislation). It answers questions about educators' perceptions and use of interim benchmark assessments; use of the Tools for Teachers website and resources; opportunities for ongoing professional learning; and emerging challenges.

This paper presents a model for preparing pre-service teachers who are assessment literate.

Roeber and Treder provide short primers for student growth percentiles and caution that the users of these metrics need to understand the pros and cons associated with the various methods.

This document presents twelve principles that undergird formative assessment practices. They were developed by leaders of the Formative Assessment for Michigan Educators (FAME) program after a deep examination of exemplary formative assessment practices in several elementary and secondary school classrooms.

This Learning Point explains why and how activating prior knowledge is important to the formative assessment process.

This Learning Point describes the difference between proficiency and growth in student achievement.

This graphic depicts how the formative assessment process has been conceptualized and is taught through the FAME program in Michigan.

This paper presents some of the benefits of using formative assessment practices.

Measuring mastery of deeper learning skills required for college and career-readiness necessitates using performance assessment, portfolios, capstone projects. This site provides models, links research and highlights intersections to policy.

This Learning Point briefly describes two concepts central to accurate student assessment: reliability (refers to the consistency of test scores) and validity (refers to the degree that a text measures what it purports to measure).