Resource Bank

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.

This Learning Point indicates formative feedback is a high impact strategy on student learning and achievement and an essential component in the formative assessment process.

This Learning Point outlines how to elicit evidence of student understanding of expressed learning targets using three instructional routines during delivery of lessons and the students role in the process.

This Learning Point defines the term learner agency and explains how it is achieved through practices used with students in Assessment For Learning practices.

This Learning Point examines the skillful use of questions as a means to elicit evidence of student understanding in the formative assessment process.

This Learning Point defines SEL as an interrelated set of cognitive, affective and behaviorial competencies and explains the importance of attending to skills necessary to develop and maintain social and emotional skills to learning environments.

This Learning Point identifies five things teachers have to teach students for them to effectively engage in self-assessment.

Classroom-level summative assessments primarily serve the purposes of teachers, students, and families. This Learning Point describes various types of classroom assessment and the decisions they inform.

This Learning Point describes ambitious and formative assessment as distinct concepts and complimentary practices; when woven together the combination is strong and effective in service of creating agency in the learner.