Beth Holland will soon be joining me as the co-author of EdTech Researcher, as she embarks on her doctoral work at Johns Hopkins. In this guest post, she reflects on how we should be assessing ...

Your article about assessment-based learning and degrees is a pathetic example of American ethnocentrism (“Assessment Takes Center Stage in Online Learning,” April 13). The University of London has ...

Helping students progress towards their educational goals involves communicating how far they have come and how far they have yet to go. This is the role of assessment. Designing meaningful assessment ...

Colleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to ...

Formative assessments are tools used during instruction to provide real-time feedback, helping both students and educators make immediate improvements. Unlike summative assessments, which evaluate ...

In alignment with Northwestern’s commitment to excellent teaching and the personal and intellectual growth of our students, the University is dedicated to the assessment of student learning outcomes ...

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 ...

The Ethiopian Journal of Education, Vol. 36, No. 1 (June 2016), pp. 149-187 (39 pages) This paper examines the disparity in learning outcomes between two cohorts of children of the same age (12 years ...

America has spent 60 years building layer upon layer of district, state, national, and international assessments at immense cost—and with little evidence that our assessment practices have improved ...

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.

Assessing student learning effectively is often complicated by relying on ambiguous proxies such as grades, quiz scores, or assumptions about students' internal states, such as what they feel, think, ...