When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Incorporating peer review and individual reflections makes frequent, intentional formative assessment manageable, with big ...

For assessments to be used effectively in schools, it’s important for districts and schools to consider what assessments are intended for and how the data gained from the assessments will be applied ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

Does anyone really know the definition of a "good" assessment? Does such a thing even exist? The second question has no clear answer (which means it's not likely to show up on an assessment any time ...

Educators can make their instruction more effective and provide practice linked directly to progress monitoring and formative assessment results using a number of free digital tools. Teachers can also ...

The Center for Teaching and Learning fosters a collaborative faculty community that builds on current best pedagogical practices across all disciplines and teaching modalities at Pratt: classroom, ...

Six or seven years ago, when we were formalizing our approach to “Assessment for Learning” at the Center for Collaborative Education (CCE), we called it Quality Performance Assessment (QPA), meaning ...

Grading can be one of the banes of a teacher’s existence. An added complication can be when an English-language learner is in a “mainstream” content-subject class—what are the best ways a teacher can ...

Classroom Assessment Techniques (CATs) are simple, low-pressure ways to check how well students are understanding the material. These methods are efficient, student-centered strategies that provide ...