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Students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into the larger instructional environment. Chappuis, S., & Stiggins, R. (2008). Finding balance: Assessment in the middle school classroom. Middle Ground, 12(2), 12-15.

Using the example of Shelburne Community School in Shelburne, Vermont, the authors emphasize the importance of involving students and parents in assessment and portfolio processes. Smith, C., & Myers, C. (2001). Students take center stage in classroom assessment. Middle Ground, 5(2), 10-16.

The benefits and criticism of increased assessment or testing are discussed. Increased testing helps teachers monitoring students' learning process and their own teaching strategies and school curriculum. The main criticism is "lack of value to education in its current incarnation." Suggestions of improved assessment are recommended.

Having faculty collaborative teams to evaluate student works is proposed in this article. The standards related to content and performance of student works should be agreed among team members. Team members should also be willing to implement change. Garrison, C. (2006). Morn than paper load: What does all this student work tell us? Middle Ground, 9(3), 12-15.

This book is the result of research by the Center for Applied Special Technology (CAST). Their position is that the use of technology can be used to transform the nature of the curriculum itself. The e-book version has links to resources that make it a wealth of information regarding universal design for learning (UDL). UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately.

The roles of technology in students' performance assessment, teachers' professional development, data management, and teaching supports are discussed. Kalmbacher, S. (2004). Data to action technology's role in accountability. Middle Ground, 8(2), 12-15.

Differentiating instruction is suggested to meet the needs of different students in a classroom. Strategies for conducting differentiating instruction are provided.

Data-driven decision making often uncovers new and important information that can be persuasive enough to move us to action. The values of data-driven decision making is suggested. The 3-stage data-driven decision model is proposed. Streifer, P. A. (2003). Data-driven decision making: What it takes to make decisions. Middle Ground, 6(4), 10-13.