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Assessment of project based learning remains somewhat of a mystery, because we have few models of Assessment systems that match with project-based curricula and student-centered instruction. Our GLEF Agenda advocates for a full spectrum view of Assessment, what we call comprehensive Assessment. This vacuum around improving Assessment limits development of better curriculum and instruction, because Assessment drives instruction. What gets measured gets taught. And, as Einstein indirectly observed, it's become too convenient to confine Assessment to counting test scores.

Assessment Guru Grant Wiggins on Measuring Student Progress. All the talk about changing the way we measure student progress raises important questions. What do we mean by Assessment - as opposed to grading? How do you design reliable Assessments? Should you "teach to" standardized tests? How can you evaluate an individual performance on a cooperative project? And how do we explain it all to parents? To get answers, Instructor senior editor Meg Bozzone interviewed Assessment expert Grant Wiggins, president of the nonprofit Center on Learning Assessment and School Structure (CLASS).

No. 2 lead pencils might be suffering from "bubbling withdrawal" in many school systems across the country as more schools introduce online testing to assess student learning. Ranging from handheld devices to web-based and local server applications, online testing is now a viable option for formative and summative assessments.

Create profound achievement gains through formative assessments

During the last 65 years, ASCD publications have charted the education profession's perennial quest to design and use assessments wisely. ASCD and its members have consistently urged clarity about the purposes of evaluation and advocated the use of assessments that are appropriate for their specific purposes. A thread that runs through six decades of writing about assessment is the belief that assessments should answer two questions: How are we doing? How can we do it better?

The HSTW Assessment, administered to seniors, is used by HSTW states, districts and schools to document school improvement efforts. It is comprised of three subject tests (reading, mathematics and science) coupled with a student survey. This Assessment provides comprehensive school-level data that disaggregate students' achievement by their perceptions of school and classroom experiences. These results have given schools, districts and states a unique opportunity to determine what is and is not working to increase student achievement. The Assessment is administered by all HSTW sites in even-numbered years.

This report addresses some of these issues by summarizing findings from an exploratory study of the school-based assessment practices in a sample of elementary, middle, and secondary schools. The purposes of the study were twofold: (1) to add to the growing base of knowledge about how schools use student assessment data obtained from multiple sources to inform important decisions about programs, instruction, and individual students; and (2) to identify and describe the factors and conditions that make schools' use of the student assessment data more probable and valuable.

With a significant and growing population of linguistically diverse learners, careful measures must be taken to ensure equitable assessment of students' performance. If not, the achievement gap between the "advantaged" and "disadvantaged" will widen in our society (NCEST, 1992). Studies over the last decade have resulted in findings that can be translated into guidelines that can assist in equitable assessments. However, it will be up to state and local education agencies to begin the process of crafting assessments that reflect this knowledge and meet the educational needs of their student populations.

Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.

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It is ethically imperative that educators develop assessment strategies that ensure equity in assessing and interpreting student performance.

Performance assessements go beyond traditional tests and serve as an important teaching tool.

We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.

Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by assessment-literate teachers.

Assessments of learning provide evidence of achievement for public reporting; Assessments for learning serve to help students learn more. The crucial distinction is between testing to determine the status of learning and testing to promote greater learning.

Assessment is most often associated with grading, but there are in fact several other purposes for Assessment which are just as (if not more) important to teaching and learning.

Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.

Article by Rick Stiggins [Journal of Staff Development]. Assessment FOR learning rather than Assessment OF learning helps students succeed.

Districts use new methods to learn what works best for kids
No longer is it viewed as acceptable for teachers to deliver lectures, administer grades and expect their students to simply try harder. Teachers are increasingly being asked to use assessments and collect data on student learning to gauge whether their methods are succeeding and what more needs to be done.

In this program, Paul Black and Chris Harrison, authors of the influential pamphlet Working Inside the Black Box, outline what they see as the key features of formative assessment. They focus on effective questioning, peer and self-assessment, feedback and marking.

Developed in collaboration with technology leader Northrop Grumman, ASCD's new software-based ASPIRE Assessment System will provide educators with customized classroom formative Assessments they can use throughout the year to get more timely and useful feedback on student learning.