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Assessment should be a continuous feedback loop, one that is integrated into the learning process, and where the feedback improves the competency of the learner. Assessments should be used as opportunities to develop competencies and the related sense of achievement.

If the students don't recognize assessments as a chance to show their learning, then these things aren't even assessments; they're something altogether alien to real learning. Fortunately, there are many approaches we can take within our own classrooms to change this situation.

Thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students.

The taxonomy presented here provides scaffolding for teachers as they consider how to best structure Social Studies learning activities, and how to best support those activities with educational technologies.

The taxonomy presented here provides scaffolding for teachers as they consider how to best structure Secondary English learning activities, and how to best support those activities with educational technologies.

The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.