Resource Bank

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.

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.