Reimagining Assessment
Reimagining Assessment

Educators are rethinking the purposes, forms, and nature of assessment. Beyond testing mastery of traditional content knowledge—an essential task, but not nearly sufficient—educators are designing assessment for learning as an integral part of the learning process.

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In "Assessments can support, not just measure, student learning," Hechinger Report's Tara García Mathewson writes about the Assessment for Learning Project's (ALP) effort to recognize assessment as a key positive aspect of the learning process. ALP is a collaboration of NGLC, the Center for Innovation in Education, and 2Revolutions, along with the project's 17 grant-funded teams.

Assessments have a bad rap in schools. Tests stress students out; they can be high-stakes for schools and teachers. But the word assessment describes vastly different things. Yes, the nail-biting, end-of-year exam is an assessment. But so is the couple-questions quiz a teacher gives at the end of a lesson to get a sense of how many students understood it. These lower-stakes assessments happen all the time in the classroom and they’re vital for student performance. Assessments create feedback for teachers and students alike, and the high value of feedback – particularly timely feedback – is well-documented by learning scientists. It’s useful to know you’re doing something wrong right after you do it.
The Assessment for Learning Project is trying to improve assessment’s reputation and get it recognized as a positive part of the learning process. The initiative advocates assessment systems that empower students, lead to greater equity and deepen students’ skillsets by virtue of their design.


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