Design principles for new systems of assessment

Abstract

The Every Student Succeeds Act grants states new flexibility to create more balanced assessment systems with a greater role for formative assessment. Drawing on lessons learned over three decades of research and reform, we argue that state and local leaders should take the lead in designing new assessments guided by two core principles: First, make assessments coherent with rich curriculum and instruction; second, ground this integration of curriculum, instruction, and embedded assessments in equity-focused research on learning.

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

“…Our thinking in arguing for districts as the locus for curriculum development (Shepard, Penuel, & Davidson, ) comes from the key role played by districts in implementing standards and providing teacher professional development. Districts also play a key role in promoting and monitoring equity with respect to opportunities to learn.…”

Óvissa um leiðsagnargildi gagna? Notkun gagna við mótun menntastefnu og skólastarfs

“…Fagmaðurinn, kennarinn, byggi leiðsögn sína samt ekki síður á innsaei sínu en maelingum. Sú vitneskja sem leiðsögnin byggist á eru samtengdar hugfraeðilegar, félagslegar og menningarlegar upplýsingar (e. sociocultural formative assessment) um nemandann þannig að ferlið allt verður býsna flókið (Shepard, Penuel og Davidson, 2017). Þannig að þótt einhvers konar endurgjafarhugmynd sé viðhaldið er hún orðin aeði miklu flóknari en einfaldasta útgáfa af endurgjafarkerfi var í fyrstu.…”

Implementation of Formative Assessment of Students’ Educational Achievements: Problems and Solution

“…Анализ теоретических исследований показывает, что она изменяется, дополняется новыми элементами, критериями и условиями ее использования. К основному определению, что формирующее оценивание -это все действия, предпринимаемые преподавателями и обучающимися, которые обеспечивают информацией для обратной связи, в целях корректировки преподавания и обучения [2], добавились: акцент на самооценивание и самоконтроль [3], взаимооценивание [4], особенные характеристики обратной связи [5], учет специфики дисциплин [6], совместная работа преподавателя и обучающегося, систематичность [7], запланированность процесса [8], представление процесса в виде петли [9, с. 10] и т. д.…”