Varying the format of comprehension checks guides students to demonstrate learning and provides teachers feedback on progress ...

As the end of the 2020-21 school year approaches, the debate about educational assessments is gaining renewed momentum. While educators and policymakers may hold differing views about how to proceed ...

Teachers can use these techniques to gauge students’ understanding mid-lesson and then decide whether to reteach or press ...

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 ...

Practical advice on assessing students’ skills and application of learning in real-world, professional contexts ...

Teaching large classes comes with unique challenges, especially when it comes to effective learning assessments. The best learner-centered approaches can feel daunting in a 200-person class—can you ...

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 ...

As the pandemic impacts standardized assessments and leads to a rise of remote proctors for students taking off-site exams, many have started to question if assessment and grading protocols need to be ...

To succeed in the 21st century, people must re-imagine how they obtain and use education. Here's some expert advice on how to ...

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 ...

The Higher Learning Commission (UW’s accrediting body) offers this definition of assessment: “Effective assessment is best understood as a strategy for understanding, confirming, and improving student ...

Teachers usually can’t use standardized tests to accelerate students’ learning. The tests are often too general and the results too slow in coming to help teachers make daily instructional decisions.