I appreciate Laurie Fendrich’s ability to get through a tirade about assessment without using the words “fascist,” “jackboots,” or “Orwellian” (“A Pedagogical Straitjacket,” The Chronicle Review, June ...

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 ...

Assessment has always been an important part of learning but lately, we’ve grown to rely on quizzes and tests that are artificial, expensive, single-purpose, uninformative, and inequitable. Our ...

Teacher involvement in the design, use, and scoring of performance assessments has the potential to powerfully link instruction, assessment, student learning, and teacher professional development.

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 ...

Formative assessment began long before blended learning. Teachers have used formative assessment for decades as a method to get feedback about how students are progressing in their learning (see ...

Two years ago, the National Institute for Learning Outcomes Assessment surveyed provosts about assessment activities on their campuses. Now the institute has gone deeper into the trenches, closer to ...

Assessment for student learning opens the door for meaningful engagement into what, how and why learning occurs for all learners; this in turn, informs practice, pedagogy and curricula to better ...

Michigan Tech's program of Graduate Student Learning Assessment asks the question: Are graduate students learning what we think they are learning? Each graduate program at Michigan Tech has adopted a ...

Traditionally, assessments have often been used as an indicator of what students know, understand, and can do, after the learning has been completed. More recently, educators have implemented ...

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 ...