Resource Bank

This Learning Point provides an overview of the components of a balanced assessment system. 

This ThinkPoint describes what matrix sampling is, when it might be used, and some of the benefits and challenges of using it when assessing all students in a group may not be necessary.

This Learning Point raises awareness of how our common, century-old grading practices perpetuate achievement disparities, and describes the ways teachers and schools might move to more equitable grading practices.

The basics of assessment literacy are described in this Learning Point.

Formative assessment, as defined in the Michigan FAME program, is described in this Learning Point.

Interim benchmark assessments are described in this Learning Point.

The Learning Point briefly describes the six basic assessment understandings needed by educators.

The impact of the Next Generation Science Standards on science assessment is described in this Learning Point.

Performance assessments, the formative assessment process, and student-centered classrooms all contribute to the success of competency-based education (CBE) models of classroom instruction. But classrooms function within institutions. This ThinkPoint explores the institutionalized practices that will have to be overturned for the principles of competency-based education to become reality in classrooms.

This Learning Point defines and describes ambitious teaching, provides historical context for its evolution and the need to incorporate this approach in a modern education to prepare students for their futures.

This Learning Point outlines how collaborative scoring is a means to assuring that student work is judged reliably and the training and act can be valuable professional learning and support more use of performance assessment.

This Learning Point indicates peers can provide & receive effective formative feedback to move their learning forward.