Teacher Voices

Students (practicing classroom teachers) in the Advanced Assessment Literacy Specialization – Masters of Science in Advanced Teaching Practices – share their thoughts on the issue of time. Their professor posed these questions: How do you make time for the effective use of formative assessment for learning? Why do you? How can...

From all of us at AssessmentLiteracy.org and the National Task Force on Assessment Education, we’d like to extend a heartfelt Happy Holidays to all of our readers. 2017 was a great year for us and we have an even busier and more exciting 2018 lined up so we hope you come...

Developing and understanding one’s driving philosophies, or one’s mindset, is the most important element toward achieving great results. My driving philosophy as an educator is to constantly work toward maximizing learning for all my students. One of the key concepts that impacts successful learning is how I frame assessments in my...

Formative assessment, the integration of assessment with instruction or “assessment for learning,” has the potential to yield substantial learning gains (Black & Wiliam, 1998). Researchers often summarize the impact of programs and practices in terms of an effect size that measures the difference between the treatment and control groups. In this case,...

I teach assessment literacy in a graduate program (Masters of Science in Advanced Teaching Practices) designed specifically for classroom teachers to gain assessment knowledge and performance skills. It sounds pretty straight forward. The learning outcomes (also known as learning targets or goals) are clear–or at least I think they are!...